



'^P^- 



^'% ^fM^ ./% 





'^^ 






i^' 








V ."^ 



Games, Seat Work 

and 

Sense Training Exercises 



By 



MARTHA ADELAIDE HOLTON 

Supervisor of Primary Schools, Minneapolis, Minnesota, 
Author of "The Holton Primer," 



and 
EUGENIA KIMBALL 

Minneapolis, Minnesota 



CHICAGO 
A. FLANAGAN COMPANY 



LlBaARY Of OONSHfeSS 
Two Copies rteuMvcu 

JUL 12 lyui) 

^ AAc Nut 
COPY b. ' 






Copyright 1905 

BY 

A. Fi^ANAGAN Company 



FOREWORD 

When unhealthful bodies, mischievious tendencies, 
dulled mental powers, and divers and sundry kinds of 
wrong doing are present in school rooms, it is safe to 
say that monotony, or repression of expression, is a 
common state of affairs. 

G. Stanley Hall. 

The games, seat work, and sense training exercises 
contained in this little book are the result of years of 
experience with thousands of children and hundreds of 
excellent teachers. 

Great care has been taken to give a variety of educa- 
tive exercises that cultivate attention, concentration, in- 
terest, judgment and reasoning, and that train along 
the lines of regular school work. 

Games show the real children and bring the teacher 
and children nearer together. They cast out monotony, 
arouse interest, help discipline, and make the school- 
room a place in which to act instead of listen. They also 
show the imitative, inventive, expressive, and social in- 
terests of children. 

Sense training has been considered an important part 
of school work for many years, and its beneficial results 
are recognized by all real teachers. 

The seat work problem has always been a difficult one, 
and it will never be completely solved. Much of the 
seat work herein suggested is along industrial lines, and 
will prove helpful in country as well as city schools. 

Grateful acknowledgment is made to all publishers 
who have kindly allowed the use of quotations, and to 
all teachers who have assisted in proving the value of 
educative games, seat work and sense training exercises. 

M. A. H. 



When a teacher by reason of inspiration or 
good training, brings to her children the right 
thing, they respond so freely and fully, that 
half in ecstacy and half in despair she exclaims, 
"Why cannot they be always like thisf If they 
could the millennium zvould indeed be here 
ushered in by an army of perfect teachers. 

John Dewey, 



GAMES 



Play is the first period of apprenticeship in the Hfe of 
the child. It reacts upon him and helps to make him 
what he is. 

Francis W. Parker. 

EXPRESSION GAME 

Material: — Expression sentences (or sentences helpful 
in securing expression in reading) written or printed on 
oak tag 6x12 inches. 

Send ten children out of the room and hide ten cards. 
At a given signal call them in, tell them to find the cards 
and arrange themselves in a line across the front of the 
room. As soon as they can read their sentences tell them 
to turn the cards toward the other children. Call upon 
each child to read. If a sentence is incorrectly read, or 
read with poor expression, another child may read and 
take his place in the line. 

EXPRESSION SENTENCES 

Throw the ball high, high, high. 
The dear little boy was so tired. 
The birds flew far, far away. 
Hurrah! Hurrah for Thanksgiving! 
Hurrah, for the pumpkin pies! 
I am so glad that Christmas is coming. 
Don't, boys! Don't hurt the frogs! 

ALPHABET GAME 

Print or mount the letters of the alphabet upon cards 
3x5 inches. 

Distribute the cards and have each child take his place 



6 Games, Seat Work and Sense Training 

upon the floor. When the alphabet is complete have the 
children repeat it, each saying his own letter. Have the 
children in their seats repeat it. 

Teacher spell a short word familiar to the class. The 
children holding the letters contained in the word step 
forward and the children in their seats pronounce the 
word.. Object — Memory, observation, and attention. 

BEAN BAG GAME 

Place a box in the front of the room. Give each child 
a bean bag. At a given signal tell the children to run 
around the room and as they pass the box throw their 
bags into it. Those failing to do so are out of the game. 
The ones who were successful may take the bags and run 
again. 

OBSERVATION GAME 

Send a child out of the room, hide an object of interest 
and then call the child back. When he is far away from 
the object the children in their seats sing very softly, as 
he approaches it the tones grow louder. 

FINDING GAME 

Teacher show an interesting object to the school. 
Have the children in the first row leave the room. 
Teacher place the object where it can be easily seen. 
At a given signal have the children return and look for 
the object, and when it is discovered, pass quietly to 
their seats. Search should continue until it has been 
seen by all. Have the children in the second row leave 
the room. Hide the object in a different place and con- 
tinue the game as before. 

Object — Observation, concentration, and rest. 



Games, Seat Work and Sense Training 7 

HAVE YOU SEEN MY FRIEND 

The children form a circle. One child walks around 
the outside, and touching some one on the back asks, 
"Have you seen my friend?" The one questioned an- 
swers, ''How is he dressed?" The dress of some child 
is then described, as, ''He has a blue suit and a red tie." 
The child who recognizes himself must run around the 
outside of the circle and try to reach his own place be- 
fore he is tagged. If tagged he is "it" and the ques- 
tioner takes his place in the circle. 

SHEPHERD AND SHEEP 

Choose two shepherds. Select a certain number of 
sheep for each one. At a given signal, the sheep all 
gather in the front of the room. The work of each shep- 
herd is to recognize his own sheep and separate them 
from the sheep of the other shepherd. The one who 
succeeds in doing this first wins the game. 

As the children become more proficient, give each 
shepherd half the children in the room, and proceed in 
the same way. 

WORD GAME 

Send three or more children into the cloak room and 
ask several children to place cards about the room w^ith 
written or printed words upon them. At a given signal 
have the children come in and collect the words they 
know. When all the words are collected have each one 
name his words. If there are any he cannot name take 
them from him. Count the cards and determine the 
winner. 

NUMBER GAME 

Have the children form a circle. The teacher pass 
around the class rapidly with such questions as : 4 + 3» 



8 Games, Seat Work and Sense Training 

6 — 2, 4 and how many make lo, 8 take away how many 
leaves 2, 5 is how many more than 11, 4 is how many 
less than 6, what must I add to 6 to make 12, etc. If 
a child gives the wrong answer, or cannot answer quick- 
ly, he must go into the center of the circle. Then if he 
can answer before the one whose turn it is, he may take 
the second one's place and the second one goes into the 
center. 

RECOGNITION OF VOICES 

Teacher, write action sentences upon the board: as, 
Eat some candy. Stand in the corner. Throw the ball 
to me, etc., and as each one is written ask a child to per- 
form the action and pass into the cloak room. After 
a number of these sentences have been written and the 
action performed, ask a child to go to the door and say 
in a clear distinct voice, *'Who was it that ate some 
candy?" The child who ate some candy responds from 
the cloak room, 'Tt was I who ate some candy." If the 
child who asked the question recognizes the voice he is 
to say, ''Come in, Harry." If he does not recognize the 
voice, the children in their seats are to guess who it is 
and call him in 

If the child on the floor succeeds in naming all of the 
children, allow the ones in their seats to applaud. 

SPELLING GAME 

Have the children form a circle. Select a leader to 
stand in the center of the circle and give him either a 
ball or a bean bag. Have him pronounce a word and as 
he does so throw the bean bag to a child. The child to 
whom the bean bag is thrown is to spell the word and 
throw the bag back to the leader. When a mistake is 
made the child must take his seat and a new leader is 
chosen from the circle. 



Games, Seat Work and Sense Training 9 

rBEAN BAG RACE 

Place a bean bag on each of the front desks. Have the 
child in the front seat hold the bean bag with both hands 
and await the signal. At the teacher's signal each child, 
without turning his head and still holding the bean bag 
with both hands, raises it over his head and the child 
back of him catches it and passes it on. When it reaches 
the last child in the row he is to run and put it on the 
front desk. The children of the winning row have the 
privilege of clapping. 

WORD GAME 

Print or write on separate cards such words, as, by, 
who, that, was, when, here, have, etc. Give one card 
to each child in the class and have them named in regu- 
lar order. As each child names his word his card is 
taken and another one given to him. The one who can 
name the most words in a limited time wins the game. 

SEASONS 

Select four children and give each one the name of a 
season. Select another child and give him a bean bag. 
The child who has the bean bag calls ^'winter" and the 
child representing winter is to name the months in that 
season, catch the bean bag, and toss it back again. Con- 
tinue in this way with the different seasons. 

WORD GUESSING 

Place a list of words upon the board. Give a child 
a pointer and ask him to stand near the board and face 
the class. Teacher touch a word then ask this child to 
guess which word it is by asking: "Is it^"dfg?" The 
class answers, "No." 'Ts it beautiful?" The class an- 
swers, "No." Continue in this way until the word is 
guessed. 



10 Games, Seat Work and Sense Training 

PHONIC GAME 

Write or print the different endings, as, ed, all, 
ag, on cards. Familiarize the children with them. Ar- 
range them along the blackboard ledge and ask a child 
to get a card and to give a word with that ending. Con- 
tinue until all the cards have been collected. 

WORDS 

Write or print words on pieces of heavy paper. Give 
each child in the class a word. If he can name it at 
once he keeps it, if not, he must give it back. At the 
end of the drill each child is to pin his words together 
and take them home. 

HOOP GAME 

Material — Bean bags and a hoop wound with pretty 
ribbons. 

Have a child hold a large hoop in a vertical position. 
Give each child in the row a bean bag and give him an 
opportunity to throw it through the hoop. Station two 
children back of the hoop, one to catch the bags and 
one to carry them back to the place from which they 
are to be thrown. The row sending the greatest num- 
ber of bags through the hoop is the victor. 

SPELLING GAME 

Print or write the letters of the alphabet on separate 
cards and give one card to each child. Call for any 
word familiar to the children ; as, kitty, doll, apple, girl, 
boy and let the children holding the letters contained in 
the word come quickly before the class and form the 
word. Have the class spell the word. 



f 

Games, Seat Work and Sense Training 111 

A RACE 

Place three bean bags at equal distances apart on the 
right side of the room. Place three bean bags at equal 
distances apart on the left side of the room. Select two 
children to run a race. Have them start from a chair 
placed in the middle of the front of the room. At a given 
signal the two children run, one to the right and one to 
the left, and get the first bean bag and bring it to the 
chair, then do the same with the second bean bag, and 
the third. The child who can accomplish this first is the 
winner. The children in their seats clap, but are not 
allowed to be noisy or boisterous. 

AUTOMOBILE AND STEAMBOAT RACE 

This game Is to be played by the second and fifth rows, 
the first and fourth rows, or the third and sixth rows. 

Place a bean bag on the first seat of the first row and 
name that row an automobile. Place a bean bag on the 
front desk of the fourth row and name it a steam en- 
gine. At a given signal each child in the front seat 
rises, runs up one aisle and down the next and places 
the bean bag on the desk of the second child who quickly 
takes the bag, runs up the aisle, and down the next, plac- 
ing it on the desk of the third child. When the bean bag 
reaches the child in the last seat he brings it to the 
teacher. The row which succeeds in getting the bean 
bag to the teacher first is the winner. 

Select two other rows. Name one a steamboat and 
the other a bicycle, and proceed as before. Select two 
other rows. Name one a horse and carriage, and the 
other a trolley car, etc. 

In playing this game insist upon the children In their 
seats keeping their feet under the desks that no one may 
trip. 



12 Games, Seat Work and Sense Training 

BEAN BAG RACE 

Material — Sixteen bean bags. 

Arrange the children in four rows, four in each row. 
Teacher number them as follows : First one in first row, 
second one in first row, third one in first row, fourth one 
in first row, first one in second row and so on until each 
child has a number. Give a quick drill to be sure that 
each one knows his own number, also the number of his 
row. Teacher throw a bean bag and say, "First one 
fourth row," and the child having that number should 
catch the bag. Continue in this way until all the bags 
have been thrown. 

To recall the bags teacher say, "Fourth one fourth 
row." The child having that number should throw the 
bag to the teacher and as he does so give his number 
and row. 

This is an excellent exercise for concentration and 
memory. 

THE MULBERRY BUSH 

Arrange the children in a circle around the room and 
have them perform the actions as given in the simple 
song below. 
Here we go round the mulberry bush, the mulberry 

bush, the mulberry bush. 
Here we go round the mulberry bush, 
On a cold and frosty morning. 

This is the way we wash our face, wash our face, wash 

our face, 
This is the way Vv^e wash our face 
On a cold and frosty morning. 

Wash our hands. 
Comb our hair. 
Clean our nails. 



Games, Seat Work and Sense Training 13 

Brush our teeth. 
Clap our hands. 
Rock the babe. 
Sweep the floor. 
Wash the clothes. 
Iron the clothes. 
Feed the chicks. 
Saw the wood. 
Chop the wood. 
Skip to school. 
Go to sleep. 

The last line of each verse may be changed to ''On a 
bright and sunny morning." 

FOX AND GRAPES 

Choose a child to stand on a chair and hold a bunch 
of grapes, and another one to be the fox. The fox walks 
along and suddenly sees the grapes. "Oh, this is such 
a warm day and I am so thirsty. I must have those 
grapes," says the fox. He jumps and jumps for them 
but cannot reach them. He lies down and rests for an 
instant then says, 'T must have those grapes." He 
jumps, and jumps and jumps, but fails to reach them. 
At last he walks off saying, 'They are old sour grapes 
anyway." 

LITTLE BOY BLUE 

Designate a place in the room as the meadow, desig- 
nate another corner as the cornfield. Select the children 
in one row for sheep, who quickly run to the meadow. 
Select the children in another row for cows, who quickly 
run to the cornfield. Choose two children to tell the 
story and one boy for Little Boy Blue. 

Herbert— "Little Boy Blue ! 

Little Bey Blue! Come blow your horn. 



14 Games, Seat Work and Sense Training 

The sheep are in the meadow, 

The cows are in the corn." 

(Coming towards AHce.) 

Where is the httle boy 

Who tends the sheep? 

AHce — He is under the hay stack fast asleep. 

Herbert — Will you wake him? 

AHce — No; not I, for if I should he'd be sure to cry. 

Herbert — All right, then I will. 

Herbert — (going over to Little Boy Blue and sl^aking 
him — ''Little Boy Blue ! Come blow your horn,—- 
The sheep are in the meadow, 
The cows are in the corn." 

Little Boy Blue wakes up, blows his horn and tries 
to catch the sheep and cows. They run softly around 
the room once and into their seats. 

Other children are chosen for the cows and sheep, 
also other ones to tell the story and the game is re- 
peated. 

DIRECTION GAME 

Place children to represent the points of the compass. 
Have one of the children who is in his seat call for some 
directions as, "Where is Northeast?" The child at that 
point quickly says, "Here i:^ Northeast." If he fails to 
give the direction quickly the child who asked the ques- 
tion takes his place and he sits. Then the children on 
the floor change places and the question is repeated by 
another child and the answer given as before. The chil- 
dren should change places each time after the answer 
hias been given. 

DAYS OF THE WEEK 

With a large rubber ball and seven children standing 
in a row give this exercise. 

Name each child a day of the week. Call John "Mon- 



Games, Seat Work and Sense Training 15 

day," Alice 'Thursday," Kate ''Saturday," etc. Teacher 
bounce the ball and as she does so say "Thursday" and 
the child whose name is Thursday should catch it." 
Teacher bounce the ball again and as she does so say 
"Saturday," and the child whose name is Saturday 
should catch it. The children who fail to catch the ball 
pass to their seats. 

When there are only a few left in the row allow them 
to run quite a distance and catch the ball as their name 
is called. 

GUESSING GAME 

Let one child think of a number and the other children 
guess it by asking questions in this way: "Are you 
thinking of 5 and 2?" "No I am not thinking of 7." 
"Are you thinking of 8 less 4?" "No, I am not think- 
ing of 4?" "Are you thinking of 2 pints?" "No, I am 
not thinking of one quart." "Are you thinking of 1-3 
of nine?" "Yes, I am thinking of 3." 

WHO IS IT ^ 

Have the children form a circle. Blindfold a child, 
give him a pointer and place him in the center of the 
circle. At a given signal the children are to rotate until 
the floor is tapped with the pointer when they are to 
stop immediately. The child in the center must point to 
some one who is to take hold of the pointer. The one 
who is blindfolded asks, "Who is it?" The child hold- 
ing the pointer answers, "It is I." If the child's name 
can be given correctly he is to be blindfolded and take his 
place in the center of the circle. 

BALL TOSSING 

Choose a number of girls to stand in a straight row. 
Give each girl an opportunity to select a partner who 



16 Games, Seat Work and Sense Training 

is to stand opposite her at a distance of about four feet. 
Give each girl a ball. At a given signal the girls are 
to toss the balls to their partners and they are to continue 
tossing the balls until one is unfortunate enough to drop 
it, then they must stand still with hands at side until a 
second signal is given. The two children who can toss 
the ball the longest are the champions. 

This game affords much amusement and develops con- 
centration. 

PHONIC GAME 

Place a number of characters upon the board, f, c, 
d, h, p, 1, ch, sh, etc. Give a child a pointer and ask him 
to stand near the board and face the class. Teacher 
touch a character then ask this child to guess which 
sound it is by asking "Is it f?" The class says "No." 
*Ts it c?" and so on until the sound is guessed. The 
child guessing gives the sound and not the name of the 
letter. 

BALL GAME 

Have the children form a circle and give each one a 
number. Teacher stand on the outside of the circle with 
a large rubber ball, give a number combination as 5 + 2, 
and toss the ball high into the air so that it will come 
down in the center of the circle. The child whose num- 
ber is 7 is to catch the ball, give the sum and toss the 
ball to the teacher. No child in the circle is to move 
or touch the ball except the one who has the correct 
answer. Continue the work rapidly that all may take 
part in the game. 

This game may be used very effectively in drills upon 
the multiplication table as it requires every child to think 
ovit every answer. 



Games, Seat Work and Sense Training 17 

SPIDER AND FLY 

Children (flies) form a circle and one child (spider) 
stand in the center. Give each fly a card with a word 
upon it, and let the spider catch the flies by naming the 
word correctly, 

. RAINBOW GAME 

Material — Soft balls of rainbow colors and cards with 
the names of the colors upon them. 

Teacher, hold up a card with the word "red" upon it 
and ask a child to find a ball that color, and stand -in the 
front of the room. Continue until all the colors have 
been presented. Teacher hold up a card and ask a child 
to take the card and stand in front of the one who has 
a ball of corresponding color. Continue until all the 
cards are disposed of. Tell the children who have the 
balls to hide them and let the children in their seats name 
the cards, or the words on the cards. 

VISITING GAME 

All heads down on the desks. All eyes closed. Teacher 
touches a child who runs into the cloak room and raps 
at the door. As soon as he raps the teacher quickly 
chooses a child to answer the door, calling, *'Who is it?" 
(The children in their seats listen attentively.) The 
child in the cloak room says, "It is I." The child who 
called is to recognize the voice of the missing one and 
say, "Come in, Harold." 

A RACE 

Place six or seven blocks or bean bags on the floor 
in irregular order and select a child to stand near each 



18 Games, Seat Work and Sense Training 

one. The teacher gives a signal and when it is given 
the children are to run lightly around the room and 
return to a block. In the meantime the teacher has 
removed one of the blocks and one child will be without 
a place. Each time they run a block is to be removed 
and the last child to hold a place wins the game. 
Aim for quiet running and allow no clapping. 

THANKSGIVING GAME 

Material — The following words written or printed upon 
separate cards. 

Pilgrims hard winter 

England Miles Standish 

Mayflower Priscilla 

freedom Squanto 

Oceanus log cabins 

Atlantic Ocean corn 

eight weeks Plymouth Rock 

one hundred Indians 

November summer 

good crops Ruth Endicott 

John Alden Pocahontas 

Thanksgiving three days 

Divide the class into two divisions and select a leader 
for each division, or select leaders and allow them to 
choose their own helpers as in a spelling match. Give 
each leader a number of cards (ten or twelve). The 
leader of Division No. I calls a word and names 
a child in Division No. 2, as "Pocahontas, John." 
John answers, ''Pocahontas was a little Indian girl," or 
'Tocahontas saved the life of Captain John Smith." The 
teacher may decide the fitness of the answer or appeal 
to the class. If it is not correct, or if the child called 
upon cannot give a prompt reply, he is to take his seat 
and others called upon until a satisfactory reply is se- 



Games, Seat Work and Sense Training 19 

cured. The leader from Division No. 2 then calls 
a word and names a child m Division No. i as, 
**Oceanus, Mary." Mary answers, "Oceanus was born 
on the Mayflower," etc. The side having the greatest 
number of pupils sitting loses the game. 

PHONIC GAME 

Write or print a number of phonograms familiar to 
the children, as, ape, ip, ing, all. Teacher hold one be- 
fore the class, and ask a child, or the children, to give 
rapidly sentences containing a word made from this 
phonogram. Examples : 

I play ball. 
I like a small girl. 
The nuts fall. 
I call Kitty. 
Kitty is so small. 

WORD GAME 

In the front of the room arrange two rows of chil- 
dren opposite each other, and give each child a card with 
a word written or printed upon it. Ask the children to 
hold the cards so that the words can be easily seen. Se- 
lect a leader who is to stand where he can see the words 
of both sides. He is to call two words, one from each 
side, and the children whose words are called are to ex- 
change places. If one fails to go he loses his place and it 
is filled by one of the children in the seats. 

To vary the game the children may exchange cards 
instead of places. 

ORAL SPELLING 

Write fifteen or twenty words upon the board. Choose 
a child to face the class, stand with his back to the words, 



20 Games, Seat Work and Sense Training 

and say this : "I am thinking of a word." Call upon the 
children in the class to guess the word by saying, "Is 
it build?" The child in front is to answer, "No, it is 
not b-u-i-1-d." Continue in this way until all the words 
have been spelled. 

At other times draw the curtain and have the children 
at their seats ask, "Is it b-u-i-1-d?" The child in front 
answers, "No, it is not build." Continue until the right 
word has been guessed. The one who guesses the word 
then takes his place in front. 

WORDS 

Write or print words upon cards. Begin at one end 
of the line and show each child a card and have him 
name it. If he fails, he is to step out of line. Continue 
down the line until each child has had a turn, then give 
those who failed an opportunity to return to the line. 
To return, the child must know the next three words. 

NUMBER RACE 

Divide the blackboard into spaces. In each space place 
simple number combinations or examples in subtraction, 
multiplication or division. Call each space a mile. 
A 5 + 3= I 3X2= I 10 — 7= I 12^4-= I B 

Select two children to run a race. Start one child 
at "A" and the other at "B." The one running the 
greatest number of miles correctly wins the race. 

SQUIRREL GAME 

Select two children and call them squirrels. Give each 
squirrel three acorns and tell him to place them in the 
chalk tray in the front of the room. At a given signal 
the children run a race and carry one acorn at a time to 
the back of the room and place it in the chalk tray. The 



Games, Seat Work and Sense Training 21 

one who can get his three acorns to the back of the room 
first wins the race. 

PHONIC GAME 

Teacher think of a word and give the initial sound, 
and ask the children to guess the word. 

Teacher — I am thinking of a word beginning with 
br. 

Child — Is it brown? No. 
Is it bread ? No. 
Is it brownie? No. 
Is it brush ? No. 
Is it bright ? Yes. 

Teacher — I am thinking of a word that rhymes with 
ring. 

Child — Is it sing? No. 
Is it king? No. 
Is it spring ? Yes. 

PUSSY WANTS A CORNER 

Write or print familiar words on oak tag 4x6 inches, 
and place them in each corner of the room, also at cer- 
tain places between. (Use about ten or twelve cards.) 
Station a child beside each word, and appoint a Pussy, 
who wants a corner. Have the children exchange cor- 
ners by calling the name of the corner to which they 
wish to go. The Pussy is to secure a corner during 
some change, or by being able to correct a mistake 
which has been made. Require each child to be almost 
constantly moving, and the Pussy to continually circle 
about the room in search of a corner which is not oc- 
cupied. 



22 Games, Seat Work and Sense Training 

WORD GAME 

Material — A set of cards upon which words most dif- 
ficult for the children to remember have been written. 
Arrange the children around the number table and 
spread the cards about so that they can be plainly seen. 
Call for a word and the child who finds it first is to hold 
it up. In this game do not allow the children to touch 
any other word than the one called for. When all the 
cards are gone ask each child to quickly name all the 
cards he holds. If there are any he cannot name he is 
to forfeit them. The child who holds and names the 
most cards wins the game. 



SEATWORK 

The child who employs his hands intelligently in the 
school room, in due proportion, is satisfying one of the 
most powerful interests within him. 

John Dewey. 

COLORED PEGS 

1. Give each child a handful of pegs and direct him 
to use them in the following ways : Put all the red ones 
together, all the yellow ones together and so on. Direct 
him to make squares, circles, triangles, sem.i-circles and 
oblongs. Later have him convert these forms into 
borders. 

For a change, have the children call the pegs soldiers 
and let them march in twos, threes and fours, in straight 
rows, around their desks. 

Jack-o-lanterns, houses, telegraph poles and wires, 
railroad track or any object of interest to the child may 
be made with the pegs. 

WALL PAPER DESIGNS 

2. Teacher cut, or have the children cut, figures 
from wall paper. Give each child a number of these 
figures to assort and tell him to put all that are ex- 
actly alike together. Give each child a square and have 
him draw, very delicately, the diagonals in order to find 
the center of the paper, then have him place the figures 
in correct position. 

The children may copy designs made by the teacher or 
they may make original ones. Inspire the children to 
do neat, careful work, then use the best ones for the 
decoration of the room. 

23 



24 Games, Seat Work and Sense Training 

LEAF BOOKS 

3. Have the children collect and press many autumn 
leaves from the different trees and shrubs. Give each 
child four sheets of dainty gray or brown paper to make 
a book. Teacher write on the outside of each book 
''Come Little Leaves." Have the children paste the 
pressed leaves on the inside of the book being careful to 
paste the oak leaves on one page, the currant leaves on 
another, the maple leaves on another and so on. 

This exercise teaches the children the names of the 
common trees and shrubs, also gives them an attractive 
book to take home. 

4. Have the children trace around leaves, cut them 
out and mount them on tinted paper. 

PAPER CUTTING 

5. Teach the children to rule and cut one inch strips. 
Have them paste these strips together in such a way 
as to form a long ribbon. Utilize them in different ways. 
Let them write all the sounds they know, draw pictures, 
borders, write figures, etc., upon them. 

COLOR CARDS 

6. Give each child a 6 x 8 inch card upon which is 
written in large form the names of the colors red, orange, 
yellow, green, blue, violet, also a handful of the colored 
pegs, requiring him to lay all the red pegs under the 
word "red," the yellow pegs under the word "yellow/' 
etc. 

In writing the cards, be sure to have the arrangement 
of the words on each card different. 



Games, Seat Work and Sense Training 25 

PAPER FOLDING 

7. Take an eight-inch square and place it upon the 
desk. Fold the lower edge to meet the upper edge. 
Crease. Unfold. Fold the lower edge to meet the mid- 
dle crease. Unfold. Turn the paper half way round. 
Fold the lower edge to meet the middle crease. Unfold. 
Place the paper so that the creases will be in a vertical 
position. Repeat the above direction and you will have 
sixteen squares. 

Give each child a square of white paper and direct 
him to fold it into sixteen small squares. In 
each square have him draw a simple picture, or write 
a word. Cut the squares and paste them together to 
form a design or a border. 

Give each child an oblong sheet of paper and have 
him use it as directed above. 

WORD CARDS 

8. Mount interesting pictures of animals and objects 
on oak tag. Under each picture write its name. On 
small pieces of oak tag write several words correspond- 
ing to those written under the pictures. Ask the chil- 
dren to lay the pictures at the top of their desk and find 
the words that correspond to those written below the 
picture. 

The pictures and words may be kept in boxes (hand- 
kerchief boxes suggested) and each box should contain 
a different set of pictures and words. 

COLOR AND WORDS 

9. Make a set of cards. At the top of each 
space paste a half circle, or a semi-circle of each 
of the rainbow colors, and under each color write its 
name. Write the names of the colors on small slips 
of cardboard and enclose quite a number of each one 



26 Games, Seat Work and Sense Training 

in an envelope. Pass a card and an envelope to each 
child and tell him to place the written word under the 
proper color. 

DRAWING 

10. Select interesting pictures showing action and 
mount each one of them on oak tag. Give each child 
two or three pictures and let him copy them. 

LANTERNS 

11. Give each child an unruled tablet sheet 6x9 
inches and tell him to divide it into two equal parts, 
draw a line through the center and cut on the line. From 
the two oblongs thus obtained have him make two lan- 
terns according to the following directions : Place one 
oblong on the desk with the long edges in a horizontal 
position. Fold the lower edge to meet the upper edge 
and crease. From one end cut a narrow strip for a 
handle. About one-half inch from the top draw a very 
delicate horizontal line. Cut the paper into narrow 
strips from the crease to the horizontal line. Un- 
fold the paper, place the short edges together 
in such a way as to form a lantern, and secure it by 
a very little paste at the top and bottom. Paste the 
handle on the inside of the lantern. Colored paper may 
be used very effectively in the making of lanterns. 

PAPER CHAINS 

12. Give each child either an unruled tablet sheet or 
a piece of colored paper and tell him to rule it into half- 
inch strips and cut each strip four inches long. Tell the 
children who have the colored strips to exchange a part 
of them with some one who has the white ones. From 
these strips ask the children to make chains, being very 
careful about the pasting. Use these chains for room 
decorations. 



Games, Seat Work and Sense Training 27 

MATS 

13. From eight inch squares of white oil cloth, teach- 
er make a number of mats according to the following di- 
rections: Divide the oil cloth into halves by drawing a 
vertical line from the middle of the upper edge to the 
middle of the lower edge. Fold the lower edge to meet 
the upper edge and crease. Place it on the desk so that 
the crease is at the left. On the upper edge three inches 
from the crease place a dot, move the ruler to the lower 
edge of the paper and three inches from the crease place 
a dot. Connect these two dots by a horizontal line. On 
the horizontal line just drawn, at the right of the ver- 
tical line, place six dots one-half inch apart. At the left 
of the vertical line place six dots one-half inch apart. 
Opposite these dots place corresponding ones on the 
crease. Connect these dots by vertical lines. Cut on 
the vertical lines from the crease to the horizontal line. 
Unfold the oil cloth and you have a mat similar to those 
used in the kindergarten. Give each child a mat and 
ten or twelve splints and direct him to weave a mat. He 
may weave as he chooses, according to a copy placed be- 
fore him, or from dictation. 

SENTENCE DRILL 

14. Give each child an envelope containing action 
sentences. Write upon the board a list of action sen- 
tences and have the children arrange the sentences on 
their desks corresponding to the list on the board. 

WORD DRILL 

15. Material — Pasteboard or wooden plates, such as 
are used at bakeries, and cardboard of different colors. 
Write words, familiar to the children, upon cardboard 
and put them into the plates being sure to put several 



28 Games, Seat Work and Sense Training 

copies of the same word In each plate. As the vocabu^ 
lary increases add to the number of words. 

Give each child a plate and direct him to take from 
the plate all the words he knows and place them in neat 
rows upon his desk. In examining the seat work occa- 
sionally allow a child to name all the words he has found. 

The children never tire of this exercise and the many 
colors of cardboard add to the attractiveness of the 
work. 

BORDERS 

i6. Have the children rule and cut one Inch squares. 
When this can be done well give each child a piece of 
colored paper to be ruled and cut into one inch squares. 
Give him a strip of paper 2x8 inches. Teach him to 
find the middle of this paper by making a slight crease at 
each end and connecting these creases by a delicate line. 
Have the children lay the squares so that the opposite 
corners of the square will touch this line and then paste. 

Give this exercise as a class exercise first, afterwards 
as seat work. When you have established a basis for 
one border you have very little to do in directing the 
children to make all other borders. 

Children must be taught how to do seat work before 
they can be expected to do it intelligently. 

CUTTING AND PASTING 

17. Have the children cut pictures of articles of 
furniture from catalogs and paste them in an artistic 
way on a sheet of paper. Direct them to place all the 
pictures suitable for a kitchen on one sheet; all those 
appropriate for a parlor on another sheet, and all those 
appropriate for a bed-room on another sheet. Have 
these sheets fastened together in booklet form. 

Ex. Bed-room ; chairs, bedstead, chiffonier, standing 
mirror, cradle, etc. 



Games, Seat Work and Sense Training 29 

Have the children cut pictures from magazines and 
fashion plates and mount them on tablet sheets. 

ALPHABET 

i8. Mount the letters of the alphabet across the top 
of 2> card. The whole alphabet should be used, but 
only one-third of it on each card. Give each child a 
card and a tray or box of letters and have him match 
the letters. 

The object of this exercise is to make the children 
familiar with the letters before word building is begun. 



% 



NUMBER BOOK 



19. Give each child two or three sheets of ruled tab- 
let paper for the inside of a book and a sheet of tinted 
paper for the cover. Have him make a book, and cut 
the figures from calendars ^nd paste them in order from 
one to ten and later from ten to twenty. (The figures 
are to be carefully arranged on the lines.) 

CANDY BOX 

20. Fold an eight inch square of folding paper ac- 
cording to the following directions: Fold the lower edge 
to meet the upper edge and crease. Fold the lower edge 
to meet the middle crease and crease. Turn the paper 
half way around. Fold the lower edge to meet the mid- 
dle crease and crease. Place the square on the desk so 
that the creases will be in a vertical position. Repeat 
the directions for folding and you have sixteen squares. 
Cut on the left side of the square in the lower right hand 
corner. Cut on the right side of the square in the lower 
left hand corner. Repeat this with the squares in the 
upper right and left hand corners. Fold into box form 
and paste the corner squares on the inside of the short 



30 Games, Seat Work and Sense Training 

oblong. Take another eight inch square, repeat this 
exercise and use it for a cover for the box. Cut a small 
triangle out of the bottom of the two parallel sides of 
the cover, thus affording places to hold the box w^hen 
you v^ish to remove the cover. 

WORD DRILLS 

21. Arrange pictures of objects or animals on cards 
6x8 inches. Enclose in an envelope the words corre- 
sponding to these pictures. Give each child a card and 
an envelope and require him to place the name of the 
object or animal under the correct picture. 

22, Select appropriate miniature, famous pictures and 
mount each one of them on tag board. Write words, 
phrases and sentences descriptive of each and enclose 
them all in a large envelope. 

Give each child an envelope and tell him to find sen- 
tences and phrases descriptive of the picture, and to place 
them beneath it. He may also find words which name 
objects in the picture and place them beneath it. 



Examples 

Picture — Feeding Her Birds — Millet. 

Mamma is feeding her little birds. House, stool, hen. 

Picture — The Plelping Hand — Renouf. 

Grandpa is a fisherman. See, I can help him. 

A little girl. 

Grandpa, boat. 

PICTURE BOOKS 

23. Teacher and children make a collection of Perry 
Pictures or good pictures from illustrated magazines. 



Games, Seat Work and Sense Training 31 

Give each child four sheets of manila paper 6x9 
inches for the inside of a book and one sheet of tinted 
paper, the same size, for a cover. Have them make a 
book. 

Arrange the collection of pictures on a table and call 
the children, one row at a time, to make a choice for 
their own picture book. If the pictures are small, as 
some will be, allow them to choose two pictures and 
arrange them prettily on one page. When all are pro- 
vided with pictures direct them to trim the edges and 
paste them into their books. 

This makes a very pretty class exercise and can be 
given once a week or twice a week until the little books 
are filled. Carefully direct the arrangement of the pic- 
tures in the books. No ill feeling can arise in regard to 
first choice of pictures, as each day the teacher will give 
a different row the first choice. 

SPELLING BOOKS 

Have the children make a spelling book from pa- 
per 6^ X 8 inches. Use white paper for the inside of 
the book and tinted paper for the cover. Inside these 
books have the children paste words which they know 
and have cut from magazines or papers at home. The 
children must name the words to the teacher before 
pasting them into their books. Encourage the children 
to bring words printed in large type. 

The little books are much enjoyed and help the spell- 
ing work. 

SPELLING 

24. Mount several pictures on a card. Distribute 
the cards giving one to each child in the class. Ask the 
children to write the names of the objects and to make a 
list of the action words. These words may be made 
with alphabet cards instead of written, if desired. 



32 Games, Seat Work and Sense Training 

BIN 

25. Fold an eight inch square into sixteen squares 
according to directions given in Exercise 20. Cut 
from the lower right corner to the upper left corner of 
the upper right square. Cut from the upper right cor- 
ner to the lower left corner of the upper left square. 
Place the paper on the desk so that the side from which 
the triangles have been cut is at the right. Find the 
middle square in the lower row. Cut on the right and 
left side of this square. Find the middle square on the 
upper row. Cut on the right and left side of this square. 
Fold the right and left squares inside of the middle 
square and paste. 

BASKET 

26. Fold an eight inch square of colored paper 
into sixteen squares according to directions given 
in Exercise 20. From the right side cut off one row of 
squares. Place the paper so that the eight inch edges 
are in a vertical position. Find the middle square in 
the lower row. Cut on the right and left side of this 
square. Find the middle square in the upper row. Cut 
on the right and left side of this square. Fold the two 
outside squares around the middle square and paste. 
Cut a handle about half an inch wide and paste it inside 
the basket. 

PHONIC WORK 

2y. Children who have reached the second grade 
should have a thorough knowledge of sounds and phono- 
grams. 

Place the phonogram ack upon the board and ask 
them to write ten words containing it. 

Let the children choose a phonogram and make words 
containing it. 



Games, Seat Work and Sense Training 33 

Place two phonograms upon the board which sound 
ahke, as eet, eat and tell the children to write as 
many words as they can under each, being careful to 
write the word m its correct place. 

NUMBER 

2S. Paste colored circles upon cards. Place 
several cards where they can be easily seen by 
the children. Ask them to tell all they can about each 
one ; as 12 — 5 = 7, 4 + 3 = 7, 14-^2 = 7, 7 days are 
one week, 7 pints equal 3^ quarts, 7 quarts equal 14 
pints. 

QUOTATIONS 

29. Mount printed quotations which are familiar to 
the children on oak tag. Distribute them and have them 
copied in script. 

LANGUAGE 

30. Prepare a set of language cards m this way. 
Fold a 9 X 12 inch piece of oak tag in the middle and 
crease. On the inside of this paste a desirable language 
picture. At the side of the picture write a list of words 
which will be necessary to use in the story. On the 
opposite page write a simple story containing four or 
five sentences leaving blanks in each sentence. Give each 
child a card and ask him to copy the story and fill in the 
blanks with suitable words selected from the list at the 
side of the picture. 

Note. — Each card should have a different picture and 
consequently different story and words. 

NUMBER BOOK 

31. Direct the children to cut the figures from a cal- 
endar and to arrange and paste them on a tablet sheet 



34 Games, Seat Work and Sense Training 

to represent the number facts most difficult to remem- 
ber. By supplying the equality marks and the sign of 
times with a lead pencil these figures may be used in 
making the multiplication tables. 

When the child has made several of these sheets, have 
him fasten them together in book form and put on a 
cover of some tinted paper. 

NUMBER 

32. From a sheet of oak tag direct the children to 
rule and cut oblongs 1x2 inches and put a number com- 
bination on each one. Have the cards exchanged and 
answers given quickly. 

PHONICS 

33. Tell the children to write eight different phono- 
grams in a list. Opposite each one write a word con- 
taining it. 

Place the following combinations on the board: bl, fl 
pr, si, st, pi, tr, str, also ay, ack, ing, eet, and ask the chil- 
dren to write as many words as possible from these com- 
binations. 

Tell the children to draw a train carrying the family 
"ite." On each car have them write the member of 
the family which it carries and see who will have the 
longest train 

SPELLING BOOKS 

34. Material : — Tablet covers, and two paper fasten- 
ers. 

Give each child a piece of tablet paper and tell him 
to write the date on the top line, October 22, 1904. Dic- 
tate a list of spelling words which have been learned dur- 
ing the week. Fasten this sheet to the tablet cover with 
the paper fasteners. The following week dictate in a 



Games, Seat Work and Sense Training 35 

similar way the new words learned and fasten the sheet 
to the cover. 

These little books which grow from week to week fur- 
nish various kinds of seat work. 

A. Tell the children ^o take their books from their 
desks and make with the letter cards all the words they 
can find ending in silent e, or all words containing long 
a or short e. 

B. Assign certain pages of the book for review spell- 
ing or for preparation for a spelling match. 

DOMINO CARDS 

35. Direct each child to make a set of domino cards 
to show certain number combinations. 

Provide each child with a piece of tag board 4x6 
inches, a slip of colored paper, pasteboard circle for a 
pattern, scissors and paste. These cards may be made 
from a copy on the board, from dictation or the children 
may make their own arrangement. 

Let the children make one card each day until the set 
is complete. Have the children keep their cards in their 
desks confined by a rubber band. 

Tell the children to take their cards from their desks 
and put all the sevens together, all the tens together, etc. 
Also tell them to write all the combinations suggested 
by the cards. 

(Each child's set of cards should be of one color.) 

NUMBER 

36. Direct the children to cut circles two inches in 
diameter from colored paper. Tell them to take a yel- 
1^ circle, a blue circle, and a green circle and show 
halves; take three more circles of the same kind and 



36 Games, Seat Work and Sense Training 

show fourths; take three more circles and show halves, 
fourths and eighths. 

Have them mount the parts shown on tag board, the 
halves in one row, the fourths in one row, the eighths 
in one row. 

Directions to be placed upon the board. 

1. Children cut discs. 

2. Show halves. 

3. Show fourths. 

4. Show eighths. 



WORD DRILL 

37. Write upon the board in a promiscuous way a 
number of words to which ly, ed, or ing may be added, 
also words from which compound words can be made. 

Ask a child to make a word containing two syllables, 
to make a word ending in ed, in ing, etc. Ask a child to 
make a compound word. Send the children to their seats 
and have them make and write lists of words similar to 
the following: 

call — called 
paint — painted, 
telephone — telephoned 
telegraph — telegraphed 



snow — snownig 
call — calling 
grow — growing 
tell— telling 
go— going 



hay — hay-stack 
wine — wine-glass 



Games, Seat Work and Sense Training 37 

wind — wind-flower 

boarding — boarding-school 

fire — fire-place, fire-fly, fire-arms 

sheep — sheep-cot 

apple — pine-apple 

blood — blood-hound 

book — book-keeper 

boot — ^boot-jack 

ring — ear-ring 

ear — ear-wax 

path — foot-path 

tooth — eye-tooth 

glass — eye-glass 

NUMBER 

38. Provide each child with an envelope containing 
pasteboard geometric forms and colored paper. 

Write a column of figures on the board, have the chil- 
dren trace around the forms, cut them, make the picture 
story, selecting both the form and color for each. 

Figure story for the cutting and pasting. 

3 
4 
2 

4 
5 
3 

Let the children keep their work and make it into a 
book and take it home. 

LANGUAGE 

39. Place these directions upon the board: 



38 Games, Seat Work and Sense Training 

First Period 

Draw George Washington's home with his pony in 
the field. Draw a picture of something he loved to do. 
You may put George Washington in the picture if you 
wish. 

Second Period 

Write a story about George Washington. 

1. Tell where he lived. 

2. Tell what kind of a boy he was, and what he 
liked to do. 

3. What kind of a man did he become? 

4. How do we all feel towards George Washington, 
and what is he called? 

Stories similar to this one can be given in connection 
with the life of Whittier, Longfellow, Lincoln, Eugene 
Field and the Pilgrims. 

DRAWING 

40. Directions to be given orally or placed upon the 
blackboard. Divide your paper into fourths. Draw four 
pictures that will tell the story of a poem. 

The Legend of the Northland — Alice Gary. 
Little Red Riding Hood— John G. Whittier. 

NUMBER 

41. Place these directions upon the board. Cut an 
oblong 4x8 inches. Cut a square one-half as large. 
Mark the square inches on each and mount it on a card. 
Cut a six inch square. Cut an oblong one-third as large. 
Mark the square inches on each and mount on a card. 



canary 
parrot 
lark 
swallow 


oriole 
crow 
raven 
stork 


eagle 
dove 


crane 



Games, Seat Work and Sense Training 39 

SPELLING 

42. Tell the children to make spelling books of 
eight sheets of ruled paper 4x10 inches and fasten them 
together with a paper fastener. 

1. Write the names of all the birds you know, 
robin 
blue jay 
woodpecker 
sparrow 
snowbird 
bluebird 

2. Write the names of all the flowers you know, 
pansy roses violet 
morning glory sunflower goldenrod 
daisy dandelion sweet-peas 
clover tulip cherry blossom 
lilies buttercup aster 

3. Write the names of all the vegetables you know, 
tomato cucumber carrots 
pumpkins onions radishes 
potatoes beans beets 
squash peas celery 
corn turnips 

4 Write the names of all the animals you know. 



tiger 


horse 


buffalo 


fox 


cow 


sheep 


bear 


deer 


beaver 


squirrel 


rabbit 


camel 


lion 


kitten 


elephant 


wolf 


goat 




dog 


donkey 




5. Write the names of trees. 




oak 


Cottonwood 


pine 


elm 


basswood 


boxelder 



40 



Games, Seat Work and Sense Training 



maple 
ash 
cedar 
birch 


apple 
plum 
cherry 
chestnut 


poplar 
peach 
palm 


willow 


fir 




6. Write the names 


of fruits. 




pears 

peaches 

apples 


oranges 

lemons 

blueberries 


bananas 

figs 

dates 


cherries 
strawberries 


raspberries 
gooseberries 


prunes 
grape fruit 


plums 


grapes 

NUMBER 


currants 



43. Make a set of 4 inch cards with five figures upon 
each. Put one figure in the center and one on each cor- 
ner. Give each child a card and direct him to make as 
many combinations as possible from the figures on his 
card. 



12+4== 


12 — 6= 


4X3= 


12+2= 


12—2= 


6X12= 


12+3= 


12—4= 


12-7-6= 


12+6= 


12—3= 


4-^-2= 


6+2— 


12—6—4= 


6-3= 


6+4= 


12 — 4 — 2= 


I2-f-4= 


6+3= 


6 — 4—2= 


I2--3= 


6+2+4= 


4—3= 


y2 of 6= 


6+2+3=- ■ 


4—2= 


>^of8= 


12+2+3= 


2X4= 


y2 of 12= 


12+4+3= 


2X3= 
2X6= 


1-3 of 12= 



PICTURE BOOKS 

44. Give each child six sheets of manila paper 8x8 
inches, for the inside of a book, and two sheets of tinted 



Games, Seat Work and Sense Training 41 

paper the same size for the cover of the book. Punch 
holes in the sheets and tie them all together with gilt 
cord. 

Direct the children to trim and mount in their books 
Perry pictures or appropriate pictures cut from illus- 
trated magazines or papers. 

This makes a pretty gift if the work is neatly and 
carefully done, and the children enjoy doing it. 

NUMBER 

45. Material — Square and oblong leatherette tablets 
of different sizes, ruler, colored paper, and oak tag. 

Tell the children to lay rectangles showing the rela- 
tion one and one-half in as many different ways as pos- 
sible. Direct them to choose the two best patterns, 
measure them and draw them (using the ruler) on the 
wrong side of the colored paper. Cut and mount on 
oak tag. 

Repeat the same exercise with thirds and fourths. 

Have the children keep each day's work and fasten 
it together in book form. 

READING 

46. Place upon the board five or six questions upon 
the reading lesson, also seven or eight words from the 
lesson which may be either difficult or interesting. Ask 
the children to answer the questions and be able to tell 
how the vrords are used in the lesson, also write sen- 
tences containing the words. 

The results will show whether each child has used the 
study period to good advantage. 

CIRCLE MARKER 

47. Direct the children to make circle markers ac- 
cording to the following directions. Take a piece of card- 



42 Games, Seat Work and Sense Training 

board five inches long, one-half inch wide and divide it 
into half inches and number them. Punch a hole in one 
end of the card. 

To describe a circle use a pin for a pivot, place it on 
any one of the lines drawn, according to the diameter 
desired and place the pencil through the perforation. 

Give the children much practice in drawing circles of 
different sizes until they are somewhat accustomed to 
the use of the circle marker. 

Tell the children to draw circles of given dimensions; 
divide two of them into fourths, four of them into halves, 
two of them into eighths. 

Tell the children to draw circles within circles as a 
two inch circle within a four inch circle, and cut on 
the circumference of each. Use the circles and rings thus 
obtained in the making of conventional designs. 

Direct the children to draw circles within squares of 
given sizes. 

Have the children draw a circle and make the face of 
the clock to use in lessons for teaching time. Teach the 
use of the compass and have each child make one. 

Draw twelve circles to represent the months of the 
year, write the names of the months on the circles, paste 
them in order or according to the seasons and write the 
name of the season over each group. 

Make various objects which involve the use of the 
circle in their construction as : a candle stick, stools, 
tables, chairs, boxes, May baskets, etc. 

NUMBER 

48. Give each child a tablet sheet. Tell him to draw 
and cut a three inch square, divide each side of the 
square into three equal parts, and connect these points 
by lines thus giving nine one inch squares. Select three 
numbers, as 7, 2, 9, the sum of which you wish to fix 
in mind. Direct the children to place one number in 



Games, Seat Work and Sense Training 43 

each square and write problems stating the number facts 
involved by this arrangement. 

PAPER CUTTING 

49. Material — One sheet of colored paper (dark red, 
green, or brown suggested) and a tablet sheet. 

Show a picture of a fence and have the children make 
it according to the following directions. Cut two strips 
^ of an inch wide and 8^ inches long. Cut five strips 
'^ inch wide and 9 inches long. Cut the 9 inch strip 
into 414 inch strips. Make the points ^ inch high. 
Mount the strips on the tablet sheet. Use the two 8^ 
inch strips for the foundation of the fence and the 
smaller strips for the pickets. Place the pickets 3^ inch 
apart. 

It is well to have the children draw the fence either 
from direction or from a copy on the board before at- 
tempting to make it with the paper. 

COLOR EXERCISE 

50. Provide each child with slips of red, orange, yel- 
low, green, blue, violet paper, also two pasteboard cir- 
cles, one three inches in diameter and one two inches 
in diameter. 

Have three inch circles cut from the colored papers. 
Place the two inch pasteboard circle on the three inch 
colored paper circle, trace around it and cut on the cir- 
cumference. Arrange and paste the colored circles to 
form a rainbow using the two inch circles for one, and 
the three inch circles for another. 

PHONICS 

51. Prepare a set of cards 4>^ x6 mches. On each 
card write a phonogram. Use these cards for quick drill 



44 Games, Seat Work and Sense Training 

in sounding, also place them before the children and ask 
them to build as many words as possible from them and 
write them in lists. 

LANGUAGE 

52. Give each child an envelope in which are words 
such as cannot, do not, I will, are not, is not, etc., with 
letters and apostrophes for building the contractions. 
Tell them to build the contractions. 

Give each child an envelope in which are the names of 
the days of the week and of the months of the year. 
Tell them to make the abbreviations with alphabet cards 
or to write them. 

SPELLING BOOKS 

53. Give each child three sheets of ruled paper, for 
the inside of a book, and one sheet of tinted paper for 
a cover. On the outside of the book write its name as, 
Minneapolis, Des Moines, Rochester, Syracuse, Indiana. 

Direct the children to build and write as many words 
as they can using the letters contained in the word 
selected. 

List of words made from the word Minneapolis : 



snipe 


nose 


neal 


mean 


pole 


plan 


open 


no 


pile 


insane 


nap 


peal 


Alps 


pan 


lea 


Minnie 


pail 


pie 


spin 


poem 


elm 


maple 


oil 


please 


inn 


slap 


palm 


Spain 


lip 


pine 


soap 


limp 


meal 



Games, Seat Work and Sense Training 45 



mail 


lean 


man 


line 


mop 


lisp 


lion 


one 


none 


lame 


me 


sea 


leap 


some 


loam 


name 


sin 


man 



CHRISTMAS SEAT WORK 

MATCH SAFF 

54. Material — Dark green cardboard 4x9 inches; 
a two inch square of sandpaper; a five inch square of 
bright red, rather heavy, folding paper. 

On the dark green board one inch and a half from 
the top paste the two inch square of sandpaper with the 
point of the square toward the top. Fold the five inch 
square of red paper according to directions in Exercise 
20. Cut out the upper left hand square. Cut out the 
upper right hand square. Point the remaining two 
squares by cutting from the lower right corner to the 
upper left corner of the right square and from the lower 
left corner to the upper right corner of the left square. 
Cut and fold according to directions given in Exercise 
25. Paste this box to the green card, one inch from the 
bottom. Punch a hole in the top of the card and tie a 
red cord. 

LETTER CASE 

55. Take a piece of dark green cardboard 8x9 
inches. Place the board on the desk so that the long 
edges are in a vertical position. In the middle of the 
left edge place a dot and call it A. On the upper edge 
three inches from the left edge place a dot and call it 
B. On the lower edge three inches from the left edge 
place a dot and call it C. Connect A and B by a straight 
line. Connect A and C by a straight line. Cut on these 
lines and we have the back of the letter case. Take a 
piece of dark green board 4x9 inches and paste a pic- 
ture upon it for the pocket of the case. Place the pocket 
upon the back of the case with the lower edges exactly 
together. On the lower edge two inches from the right 
corner punch a hole. On the lower edge two inches 
from the left corner punch a hole. On the right edge 

46 



Games, Seat Work and Sense Training 47 

three and a half inches above the lower right corner 
punch a hole through the pocket and back. Repeat on 
the left side. Tie the pocket in position with red cord or 
raffia. Punch a hole at the top and put in a cord for a 
hanger. 

CORNUCOPIA 

56. Take an eight inch square of folding paper. 
Draw a diagonal line from the lower right hand corner to 
the upper left hand corner and cut on this hne. Take 
one of the triangles thus obtained and place it upon the 
desk so that the longest edge is in a horizontal position 
at the top. Fold the right hand corner to meet the left 
hand corner and crease. Unfold. Fold the right edge 
of the triangle to meet the middle crease and crease. 
Fold the left edge of the triangle to meet the middle 
crease and crease. Slip the right edge of the triangle 
over to meet the crease at the left. Slip the left edge 
of the triangle over to the crease at the right and paste 
securely. In the middle paste a loop % x 8 inches. 

CHRISTMAS STOCKINGS 

^y. Give each child a pattern of a stocking cut from 
oak tag, a sheet of white tablet paper, and a piece of red 
paper or any other attractive color. Direct him to trace 
around the pattern on the white paper and also on the 
red and cut out the stockings very carefully. Have the 
children put the white stockings and the colored ones to- 
gether, punch a hole in the top of each and tie with a 
red cord. On the white stockings ask the children to 
draw pictures of objects they want Santa Claus to bring 
them on Christmas. 

These stockings may be used for decoration in the 
room, and the children enjoy taking them home to hang 
on their tree. 



48 Games, Seat Work and Sense Training 

This seat work is to be used the week preceding 
Christmas. 

Use patterns of bells and stars in just the same way. 
Give each child a sheet of yellow paper. Have him 
trace around the stars and cut them very carefully. 
String these stars on yellow cord and make curtains for 
the windows. 

CHRISTMAS BELLS 

58. Give each child a pattern of a bell and some 
heavy red paper. (It is well to have four or five dif- 
ferent sizes.) Direct the children to trace around the 
pattern and cut very carefully. When a great many 
bells have been cut, string the different ones on a red 
cord and use them as drapery for the door. 

BLOTTER 

59. Take a four-inch square of delicate blue heavy 
paper. Cut a star from yellow paper. Paste the yellow 
star on the blue square. Cut a blotter the same size as 
the square, punch a hole in the upper right hand corner 
and tie the two together with blue cord or heavy blue 
silk. 

COURT PLASTER CASE 

60. Take a sheet of white drawing paper. Place it 
on the desk so that the long edges are in a vertical po- 
sition. Fold the lower edge to meet the upper edge 
and crease. In the folded position turn it around so 
that the long edges are in a vertical position. At the 
top punch two holes and tie with a piece of cord. Near 
the top paste a small water-color picture. At the left 
of the picture letter 'T'U stick to you." At the right 
of the picture letter "When others cut you." Below 
the picture paste a white envelope 2j^,x5 inches (open 



Games, Seat Work and Sense Training 49 

side up). Into this envelope put several small sheets of 
court plaster. 

BOOK FOR ADDRESSES 

6i. Material: Two sheets of white paper, 3^x10 
inches. One sheet of heavy dark green paper, 3;^xio 
inches. 

Lay the white paper on the desk with the long edges 
in a vertical position and fold the lower edge to meet 
the upper edge and crease. Fold the green paper in 
exactly the same way. Punch two holes in the back 
of the book and tie the three sheets together with a red 
ribbon. Gild the edges of the book and print the word 
"Addresses" on the outside of the book. Paste a pic- 
ture of Santa Claus or some other appropriate picture in 
the upper left hand corner. 

COOK BOOK 

62. Take six sheets of ruled tablet paper 6x9 inches. 
Place one sheet upon the desk so that the lines are in a 
vertical position. Fold the lower edge to meet the upper 
edge and crease. Repeat with the other five sheets. 
Place the sheets together to form a book. Take a 
tinted paper (gray) 10x14 inches for the cover. Punch 
holes in the back of the book and tie with a red cord 
or a red ribbon. From a magazine cut the advertise- 
ment of *'Van Camp's Pork and Beans," "Van Houton's 
Cocoa" or some other appropriate advertisement, paste 
it on the cover and letter "Cook Book." Inside the 
book have the children write recipes of candy, cakes or 
salads. 

CHRISTMAS CALENDARS 

63. Take a heavy gray card, 3^x10 inches. Three- 
fourths of an inch from the top paste a picture of a 



50 Games, Seat Work and Sense Training 

Madonna. One and one-fourth inches below the pic- 
ture letter "Calendar" in gilt. One and one-fourth 
inches below "Calendar" letter "1905." One and one- 
fourth inches below ''1905" paste the calendar. Gild 
the edges of the card and tie with a gilt cord. 

Take a bright red cardboard 4x8 inches. Place it 
on the desk so that the long edges are in a horizontal 
position. Paste a miniature picture of kittens or dogs 
near the upper left-hand corner. Paste the calendar 
near the lower right-hand corner. Punch holes and tie 
with a bright red cord to match the card. 

Take a heavy dark green cardboard 5x8 inches. 
Place it on the desk so that the long edges are in a 
vertical position. Near the top paste a miniature pic- 
ture of a Madonna. Two inches below it paste the 
calendar. Punch two holes at the top and tie with a 
heavy red silk thread. 

Take heavy white drawing paper, 3x63^ inches. Two 
inches from the top paste a picture of a Madonna. Paste 
a calendar below the picture and tie with a pretty white 
cord. 

Take a holly green cardboard, 3^x4% inches. Paste 
an appropriate picture at the top and a small calendar 
below it. Punch holes in the top and tie with a red cord. 



SHAVING PAPER MAT 

64. Take an eight-inch square of dark blue paper 
for a mat and weave it with strips of lighter blue 
paper. Cut ten or twelve sheets of white tissue paper 
the same size as the mat. Punch two holes in the upper 
right-hand corner of the mat and the tissue paper and tie 
all together with a pretty white baby ribbon. Let the 
children take these home as a gift for their father. 



Games, Seat Work and Sense Training 51 

CHRISTMAS QUOTATIONS 

65. Make a book with an attractive cover and paste 
a suitable Christmas picture upon it. Below the picture 
letter ''Christmas Thoughts." Have the children copy a 
Christmas quotation on each page. 

Make New Year books in the same way. 

SACHET 

66. Weave a pretty mat of tan color with blue strips. 
Fold the lower right-hand corner to meet the upper 
left-hand corner. Inside, place a triangular piece of 
cotton wadding filled with sachet powder. Secure the 
edges with paste or tie each side and the corner with blue 
ribbon. 

SACHET 

6y. Take an eight-inch square of dainty pink paper. 
Cut it into half-inch strips, leaving a margin of i^ 
inches on each edge. Weave with half-inch strips of 
green paper. Find the center of the mat and place a 
dot there. Fold the lower right-hand corner to meet 
this dot and crease. Repeat with the other three cor- 
ners. Inside of the mat just folded place a square of 
cotton wadding filled with sachet powder. Secure the 
four corners with sealing wax of some pretty color 
and use a seal to stamp it. 

SACHET 

68. Take an eight-inch square of paper of a deli- 
cate color. Divide the upper edge into three equal parts 
by small dots. Divide the lower edge into three equal 
parts in the same way. Turn the paper around so that 
the dots are at the side. Fold the lower edge to meet 



62 Games, Seat Work and Sense Training 

the first dots and crease. Fold again so that the crease 
will meet the upper edge. Inside of this paper place a 
piece of cotton wadding 2^x6 inches^ filled with sachet 
powder. At each end punch two holes and tie with 
ribbon the same color as the paper. In the center paste 
an appropriate picture, 

CHRISTMAS BOX 

69. Material : Two eight-inch squares of bright red, 
heavy folding paper. One four-inch square of light 
weight, holly green paper. 

Make a box according to directions given in Exercise 
20. Take the four-inch square of green paper and cut a 
snowflake design and paste it on the top of the box. 

These Christmas boxes may be made in different sizes 
and colors and decorated with pictures of Santa Claus, 
or, if desired, place a piece of holly on the top of the 
box and tie with red ribbon. 

70. PICTURE MOUNT 

Material : 

Two pieces cardboard, 6x9 inches. 
Two pieces green paper, 7x10 inches. 
One piece green paper, 8^^x22 inches. 

Place a piece of cardboard upon a piece of the green 
paper (7x10) and turn over the edges and crease them. 
Remove the cardboard and cut a small triangle from 
each corner of the paper. Paste the edges of the paper 
that were turned over. Place the paper on the desk 
and a piece of cardboard upon it. Turn over the pasted 
edges of the paper and fasten them to the cardboard. 
Repeat this work with the other piece of paper and 
cardboard. 

Take the piece of paper 8^x22 inches and place it 



Games, Seat Work and Sense Training 53 

upon the desk with the long edges in a horizontal po- 
sition. Fold the right edge to meet the left edge of 
the paper and crease. Fold the upper 8^-inch edge 
back to meet the center fold and crease. Turn the work 
over and fold the other 8^)4 -inch edge back to meet the 
center fold and crease. Unfold. Paste the entire sur- 
face, of the v/rong side, of the left oblong just folded and 
fasten it to the inside of one of the pieces of cardboard. 
Repeat with the last oblong and the other piece of card- 
board. Paste suitable pictures upon this mount. 

71. PORTFOLIO OR BOOK COVER 

Material : 

Two pieces of cardboard, 9x125^ inches. 

Two pieces of light brown paper, 10x14 inches. 

Two pieces of light brown paper, 8^x12 inches. 

One strip of dark brown paper, 3x14 inches. 

One strip of dark brown paper, 3x12 inches. 

Four strips of dark brown paper, i)4x3^ inches. 

Folding Corners — Place a strip 1^x31^ inches on 
the desk, with the long edges in a horizontal position. 
Fold the upper right corner to meet the lower edge and 
crease. Fold the upper left corner to meet the lower 
edge and crease. Fold the other three corners in the 
same way. 

Covers — Place a 10x14 inch piece of light brown paper 
upon the desk, and upon this place a piece of cardboard, 
leaving a margin on both 9-inch edges, and upon one 
12^-inch edge. (This places one i2^-inch edge exact- 
ly even with one edge of the paper.) Fold over the 
three edges and crease. Remove the cardboard and cut 
a triangle from two corners. Paste the entire wrong 
side of this paper, and place it upon the desk. Place 
the piece of cardboard upon the paper, turn over the 



54 Games, Seat Work and Sense Training 

edges and fasten them. Repeat the work with the other 
paper and cardboard. 

Putting on Corners — Take one folded corner and un- 
fold it. Cover the entire inside with paste. Place this 
upon the desk and place a corner of the cover upon it, 
being careful to get the corner of the cover exactly in 
the right place. Turn over the ends and fasten. Re- 
peat with the other corners. 

Back — Take the 3x14 inch strip and place it upon the 
desk with the long edges in a horizontal position. One 
inch from the top edge rule a line. One inch from the 
lower edge rule a line. (This divides the paper into 
three one-inch strips fourteen inches long.) Paste the 
upper one-inch strip. Place the back edge of a cover 
even with the ruled line, and fasten the one-inch pasted 
strip to the cover. Paste the other outside one-inch 
strip. Place the back edge of a cover even with the 
ruled line, and fasten the one-inch pasted strip to the 
cover. Paste the other outside one-inch strip, and fasten 
it to the second cover in exactly the same way. Paste 
the ends of this strip and turn them to the inside. Paste 
the 3x12 inch strip and fasten it inside the strip just 
used. This completes the back of the portfolio. 

Lining of Covers — Paste the entire side of one Sj4x 
12 inch piece of paper and place it inside one cover. Re- 
peat with the other cover. 

Close the portfolio, crease the back, and place it under 
a heavy book to dry. 

If a fastening is desired, cut a slit one-half inch long 
in the middle and about one inch from the edge of the 
cardboard. After the outside is fastened in position cut 
the same sized slit in the paper. Pass a piece of tape 
through this opening, and glue the end to the inside of 
the cardboard. Great care must be taken not to use 



Games, Seat Work and Sense Training 55 

too much paste and to have all measurements perfectly 
exact. 

If book covers are made, holes should be punched in 
the back of the binding, and cord or raffia used to fasten 
the back together. 



SENSE TRAINING EXERCISES 

If the child's knowledge reaches to a solid foundation 
of sense training, the floods of time will beat in vain 
upon that knowledge. Other things may pass away, but 
that will remain. — Francis W. Parker. 

VISUALIZATION 

1. Nature supplies valuable and interesting material 
for autumn sense training exercises. Teach the name 
and ready recognition of the autumn flowers and fruits. 

Arrange autumn flowers (goldenrod, aster, sunflower) 
in a row upon the table and have them named from right 
to left and from left to right. Change the arrangement 
of the flowers and have them named from right to left 
and from left to right. Have the children close their 
eyes. Teacher change the arrangement of the flowers 
and ask a child to replace them as they were originally. 
Have the children close their eyes again and make an- 
other change ; select another child and have him replace 
them. Repeat this a number of times in order that the 
children may quickly detect any change made. In- 
crease the number of flowers used as the children grow 
in power. 

COLOR 

2. Paste colored squares, oblongs, circles and other 
forms, of different colors, upon cards. Place a number 
of these cards upon the ledge of the blackboard. Teach- 
er, show a duplicate of one of the cards for an instant, 
remove it, and ask a child to match the color seen, to 
hold it up and to say, ''My color is just like yours. '* 
Proceed in this way until all the colors have been 
matched. 

56 



Games, Seat Work and Sense Training. 57 

MEMORY 

3. Teacher, tell John to run and touch an object and 
to name it as he touches it. Tell Helen to touch the 
same object and one more and to name each as she 
touches it. Tell Alice to touch the two objects already 
touched and one more and name each as she touches it. 
Continue in this way until a number of children have 
been called upon and several objects touched or until a 
mistake is made in the order of touching and naming ob- 
jects. When a mistake is made begin a new game. 

The success of this exercise depends upon rapidity in 
touching objects and distinctness in naming them. Chil- 
dren very soon acquire the ability to touch and name 
thirteen, fourteen or fifteen objects. 

VISUALIZATION 

4. Place a peach, pear, and plum in a row upon the 
table. Have them named from right to left and from 
left to right. Which one is in the middle? Name the 
one at the right. Name the one at the left. Change the 
position of the fruit and question in a similar way. 
Have the children close their eyes. Teacher, change the 
arrangement of the fruit and call upon a child to replace 
it. Continue in this way until a number of children 
have had an opportunity to try. As the ability of the 
children increases repeat the exercise having five or six 
different kinds of fruit in the row. 

5. Use a doll, basket, horn, bell, vase in exactly the 
same way that flowers and fruit have been used in 
previous exercises. 

EYE TRAINING 

6. Have the children stand in front of the blackboard 
with the crayon in their hands. Teacher, draw two 
short vertical lines. Erase them, and have the children 



58 Games, Seat Work and Sense Training 

reproduce what they saw. Teacher, draw a circle and a 
triangle. Erase them and have the children reproduce 
what they saw. Teacher, draw a square, a cross, and 
a vertical line. Erase them and have the children re- 
produce as before. Examples: 

1. A square, two crosses. 

2. Two vertical lines, a triangle, a circle, and a cross 

3. A vertical line, a horizontal line, a vertical line. 

4. The letter a and a cross. 

5. The figure 4 and a triangle. 

Give a number of different combinations similar to 
the ones suggested, and then mark the neat and accurate 
work. 

COLOR 

7. Material — Strips of red, orange, yellow, green, 
blue, violet paper, nine inches long and five inches wide. 

Call upon six children and have each one choose a 
color. Let them form in a line and each one tell why 
he chose his color. Ex. : *T chose red because it is the 
color of the strawberry." *T chose yellow because it 
is the color of the sunflower." 'T chose green because 
it is the color of the leaves." 

After each one has given a reason for his choice, let 
them form the rainbow from right to left, and from 
left to right. 

The children in their seats, who have been directed 
by the teacher to observe very carefully, should respond 
in this way when called upon : ''Jo^^ ^^^d the red paper. 
He chose it because it is the color of the strawberry." 
"Alice had the yellow paper. She chose it because it is 
the color of the sunflower." 

ACTION READING 

8. Teach the pupils a number of action words as, 
fly, skip, whistle, clap, run, jump, sing. 



Games, Seat Work and Sense Training 59 



^ 



Teacher, write "hop" upon the board and have a 
child perform the action and tell what he did, as ''I 
hopped." Teacher, write ''fly" upon the board and have 
a child or a number of children perform the action and 
tell what they did. Continue in this way until three or 
four words have been given. Have the list visualized, 
erase it and have a child perform the three actions and 
tell what he did. Ex. : *T hopped, flew and sang." From 
day to day add more words to the list. 

The exercise may be varied as follows: Teacher, 
write a list of action words upon the board, and have it 
visualized. Erase it and then call upon Mary, who, 
instead of performing the actions herself, is to tell a 
child to perform them. Ex.: "John, fly, run, jump, 
whistle." 

List of appropriate action words : 



clap 


jump 


run 


stand 


hop 


fly 


sit 


sing 


walk 


cry 


laugh 


march 


draw 


write 


skip 


count 


read 


crow 


whistle 


bark 


buzz 



RECOGNITION OF OBJECTS 

9. Material — A box containing a number of objects, 
as, a doll, box, shoe, nut, marble, ball, knife, bottle, brush 
and bell. (The children should be familiar with the con- 
tents of the box.) 

Send two or three children to the box for an object 
and have them stand before the class. At a given signal 
show the objects for an instant and then remove them. 
Call upon a child in the class to tell what each one has. 
Ex.: "Blanche has a doll." "Alice has an apple." 



60 Games, Seat Work and Sense Training 

"Willie has a knife." As the ability of the class in- 
creases have four, five or six children get objects from 
the box and proceed as directed above. 

Have a child name the objects remaining in the box. 

Blindfold a child and have him feel the objects as they 
are given to him, or feel the objects in the box and tell 
from the sense of touch what they are. 

MEMORY 

10. Teacher, pass among the pupils and touch four 
or five children who are to pass to the front of the room, 
form a line and quickly return to their seats. The 
teacher calls upon another pupil who is to touch the same 
children in the same order in which they were touched 
by her, and the pupil must also place them in exactly 
the same order in which they first stood. 

OBSERVATION 

11. Material — Toys, as, a dog, cat, rabbit, basket, 
box, cap, doll, chair, gun, engine. 

Place a row of toys on the ledge of the blackboard and 
above each one write its name. Let the children look 
at the toys, then go to sleep. Name a child a mis- 
chievous brownie and send him to the board to change 
the arrangement of the toys. At a given signal from 
the brownie have the children awake. They will find 
the dog standing underneath the word "cat," the chair 
underneath the word "rabbit," and so on. Teacher, 
choose a child to be a good fairy, who is to place the 
animals or objects under their own names. When all 
the animals or objects are "at home" again the work 
of the good fairy is applauded. 

A little more difficult exercise may be given by ask- 
ing the children to sleep while the teacher plays brownie. 
The teacher then erases the names of the toys, leaving 



Games, Seat Work and Sense Training 61 



i> 



the toys in their proper order; but writing the wrong 
name above the toy. The children awake and proceed 
as before. This is a most interesting word drill, besides 
being a delightful game for the children. 

VISUALIZATION 

12. Material — A strip of wood i8 inches long and 
one inch wide wrapped with bright, pretty ribbon. Six 
brass hooks screwed into this stick at equal distances 
apart. One-half yard of red, orange, yellow, green, 
blue, violet ribbon and a small brass ring sewed at one 
end of each ribbon. 

Teacher, arrange these ribbons on the hooks, in the 
strip of wood, as they are found in the rainbow. Have 
the children name them in this order. Teacher, change 
the arrangement, and have a child replace them in their 
proper order. Ask the children to close their eyes, and 
while they are closed the teacher is to change the ar- 
rangement and call upon a child to replace them as they 
were originally. 

MEMORY 

13. Material — Nuts. Distribute nuts in different 
parts of the room. Tell John to run and touch a nut 
and name it. Tell Ned to touch the same nut, and one 
other, and to name each one as he touches it. Tell Kate 
to touch the two nuts already touched and one more and 
name each one as she touches it. Continue in this way 
until a mistake has been made in the order of naming, 
then begin again. 

RECOGNITION OF FORM AND COLOR 

14. From different colored papers, cut squares, ob- 
longs, triangles and stars. Mount them upon a card 5x8 
inches. 



62 Games, Seat Work and Sense Training 

Teacher, show this card, remove it and have the chil- 
dren tell what they saw. Ex. : *'I saw a yellow square, 
a red triangle, and a blue oblong. I saw a green square, 
a yellow star, a violet oblong." 



RECOGNITION OF ANIMALS 

15. Material — Cut out pictures of animals, as, a cat, 
dog, elephant, reindeer, camel, horse, goat, and mount 
them first upon blotting paper the shape of the animal, 
then upon a 9x12 strawboard card. 

Place them upon the ledge of the blackboard and 
have them named from right to left and from left to 
right. Name the largest animal, the most useful animal, 
the animal always found in the circus. Name the one 
that gives us clothing. Name the animal that can run 
the fastest; the one that can gnaw; the one used for a 
pet; the one called "Ship of the Desert"; the one usually 
found with the organ-grinder. 

Teacher, describe an animal and have a child locate 
it. Ex. "The animal of which I am thinking is cov- 
ered with wool." Ans. "The sheep is at the right of 
the cow." "The animal of which I am thinking has 
antlers, and lives in the woods." Ans. "The reindeer 
is the third from the right." 

Have Robert stand in front of the class with his eyes 
closed and with one of the cards in his hands. From 
the sense of touch he must discover what animal he has. 
When the decision has been made he holds the card 
above his head and says, "This is the camel." 

This exercise is an excellent one to teach the char- 
acteristics and uses of the different animals, and to train 
the memory. 



Gaines, Seat Work and Sense Training 63 

ACTION READING 

i6. Teacher, write an action sentence upon the board, 
as, Shut the door. Call upon a child to perform the 
action and tell what he did. Write another sentence and 
call upon a child to perform the action and tell what 
he did. Continue writing them until three or four have 
been given, then call upon a child to do them all. Erase 
the sentences and call upon John to perform the first 
one, Mary the fourth one, Alice the second one, and 
Harry the third one. In a short time children can 
readily visualize six sentences. 

The two preceding exercises can be made very inter- 
esting if appropriate sentences are used. They also 
afford an excellent opportunity for teaching language 
and reading. 

Action Sentences 

Smell the flower. 

Beat the drum. 

Play you are a soldier boy. 

Swing the basket. 

Recite a poem. 

Say good morning to me. 

Break the crayon. 

Give me the blue ball. 

Show me a cow. 

Show me a picture painted by Millet. 

Tell me a story. 

Recite one of Whittier's poems. 

Clap your hands. 

Eat some candy. 

Hold up your pencils. 

Shake the rattle. 

Strike the triangle. 

Open the box. 



64 Games, Seat Work and Sense Training 

Ring the bell. 

Wave the beautiful flag. 

Blow the horn. 

Put your pencils away. 

Drink some water. 

Write your name. 

Fan yourself. 

Draw a picture. 

Roll the ball or sphere. 

Touch your eyes. 

Shake your heads or hands. 

Put the red apple into the basket. 

Whistle softly. 

Sit under the table and whistle softly. 

Give me a little dog. 

Stand on the chair and clap your hands. 

Sit in my chair and eat some candy. 

Read a pretty story. 

OBSERVATION 

17. Call four or five children to the front of the room. 
Arrange them in a row. Have them named from right 
to left and from left to right. Change their places and 
proceed the same as in previous exercises. 

18. Place several kinds of nuts in a box or basket. 
Let the children look into the basket and tell all the 
kinds seen. Lead them to see as many as possible in a 
short space of time. 

SENSE OF TOUCH 

19. Teach names and ready recognition of different 
kinds of nuts. Select a number of children to stand in 
a row with hands behind them. Place a nut in the hand 
of each child. As soon as he discovers by the sense of 
touch what kind of a nut he has he should hold it above 



Games, Seat Work and Sense Training 65 

his head and say, "I have an EngHsh walnut." "I have 
an almond," etc. 

MEMORY 

20. Teacher, touch several objects rapidly, as the 
desk, the chair, the door, an apple, and call upon dif- 
ferent children to touch the same objects in the same 
order and to name them. Touch a new set of objects 
and repeat the drill. If the work is continued long 
with the same set of objects the children lose interest, 
but if the teacher works rapidly and arouses mental ac- 
tivity the exercise is very valuable. 

CONCENTRATION AND MEMORY 

21. Teacher, name three or more objects, as a ball, a 
flower, a pencil, and call the names of three pupils. The 
first child named is to touch the first object named, the 
second child named is to touch the second object, and 
the third child the third object. The number should be 
increased from day to day. 

22. Have one child perform three or four actions and 
ask another child to tell what was done, as ''Mary rang 
the bell, ran to the door, and ate some candy." The 
actions should be described in the order in which they 
are performed. 

COLOR 

2^. Have three children stand in a row and place 
upon the shoulder of each one a colored ribbon. The 
children in their seats observe for an instant, then turn 
their backs or cover their eyes. Teacher, call upon a 
pupil to give the name of each child and the color of his 
ribbon. Ex. : "Walter has the red ribbon ; Arthur has 
the blue ribbon ; Grace has the green ribbon." 



66 Games, Seat Work and Sense Training 

Begin with three children and three colors and grad- 
ually increase the number. 

OBSERVATION 

24. Teach the names and ready recognition of the 
leaves. Teacher, show a maple twig with leaves upon 
it and have the children tell from what tree it was taken. 
Teacher, hold up a poplar twig with leaves upon it and 
children tell from what tree it was taken. Continue in 
this way until several different kinds have been used. 

Have the children bring in many beautiful leaves and 
place them upon the table. Teacher, show a maple twig 
with leaves upon it, remove it and have a child, or a 
number of children, pass to the table and find leaves 
like the ones on the twig. Teacher, show another twig 
from a tree familiar to the children, after an instant re- 
move it and have the children find leaves exactly like 
the ones on this twig. 

PHONICS 

25. Write familiar words upon cards. Place these 
cards upon the ledge of the blackboard. Have child 
collect all words beginning with a given sound. Have 
another child collect all the words having the same 
ending, 

ACCURATE HEARING 

26. Give this exercise with the children in their seats, 
listening attentively, and the teacher at the desk. 

With the pencil tap a given number of times and call 
upon a child to reproduce what he heard. Teacher, tap 
again three times and ask a child to tap exactly the same 
number of times. Teacher, tap three times, wait an 
instant, and then tap four times. Ask a child to go to 
the blackboard and indicate with marks the number of 



Games, Seat Work and Sense Training 67 

times tapped. Teacher, tap again and ask a child to 
tell what he heard, as ''You rapped 2, 4, 3." Teacher, 
tap the tune of a song familiar to the children, as, 
''America," and let the children name the song. 

EYE TRAINING 

2y. Place several objects upon the table, as, a pencil, 
a doll, a mitten, a candle, a bottle, a toy gun, a piece 
of crayon, and give the class a moment in which to ob- 
serve them. Cover the objects and call upon different 
pupils to name them. Use a small number of objects at 
first and increase the number as the ability of the class 
is developed. New objects always add interest to the 
game. 

OBSERVATION AND MEMORY 

28. Material — Red, orange, yellow, green, blue and 
violet tissue paper caps, ribbons and worsted balls to 
match each one. 

Call six children and put a cap on each one. Tell the 
children in their seats to close their eyes. Teacher, 
change the caps and call upon a child to replace them 
as they were originally. Tell the children to close their 
eyes. Teacher, change the caps, also the position of 
the children and call upon a child to arrange them in 
their original order. Put a cap on each one, give each 
a ball to match his cap, and place a ribbon of the same 
color on his right shoulder. Have the children observe 
very closely and then close their eyes. Teacher, change 
the position of the children, also the caps, take the rib- 
bon from the shoulder of one child and place it on the 
shoulder of another, then call upon a child to replace 
them in their original order. Tell the children to close 
their eyes again. This time change the caps, place the 
ribbons on the left shoulder of the children, change the 
balls from the left hand to the right hand, then call upon 



68 Games, Seat Work and Sense Training 

a child to arrange caps, ribbons and balls as they were 
originally. 

Many interesting changes can be made in this exercise 
which will require close observation and memory, but be 
careful not to make it too difficult at first. 

CONCENTRATION AND MEMORY 

29. Place a number of objects, as, a knife with a blade 
open, an oblong tray, candle, cone, doll, orange, bell, 
upon the table. Arrange a class around the table. Ask 
Florence to obey the following directions: Touch the 
right edge of the table. Touch the left edge of the table- 
Touch the back edge of the table. Touch the front edge 
of the table. Touch the middle of the table. Ask 
George to follow similar directions. 

Ask Henry to obey these directions : Place the orange 
in the middle of the table. Place the candle at the right 
of the orange. Place the knife in front of the candle. 
Place the cone back of the orange. Place the doll at 
the left of the orange. 

30. Ask Robert to follow these directions: Touch 
the front edge of the table. Touch the back edge of the 
table. Touch the upper right-hand corner. Touch the 
lower left-hand corner. Touch the left edge of the 
table. Place the knife in the middle of the table with 
the point toward the back edge. Place the orange at the 
right of the knife. Place the bell at the left of the knife. 
Place the cone in front of the orange. 

Ask Mary to obey these directions : Place the doll in 
the middle of the table with its head toward the back of 
the table. Place the candle in a horizontal position, at 
the right of the doll. Place the cone back of the doll 
with the apex toward the right. Place the knife in a 
vertical position, in front of the doll. 



Games, Seat Work and Sense Training 69 

MEMORY 

31. Mount seeds and seed pods upon a large card 
and have them named from right to left, left to right, top 
to bottom, and bottom to top. Name the seeds that roll. 
Name the seeds that sail. Name the edible seeds. Name 
the seeds planted by man. Name the seeds that ride, as, 
burdock, sticktights. Name different ones and locate 
them. Ex. : The watermelon seeds are in the upper row. 
The milkweed seeds are in the upper left-hand corner. 

Have the children memorize appropriate quotations 
and use them as directed in the picture exercises. 

"Let us strive to sow 

Seeds of love and kindness 
Everywhere we go." 

MILKWEED 

"Dainty milkweed babies, wrapped in cradles green, 
Rocked by Mother Nature, fed by hands unseen. 

Brown coats have the darlings, slips of milk white 
And wings — but that's the secret, 
They're folded out of sight." 

FLAG DRILL 

^2. Material — Flags of different nations. 

Teach the children to recognize and name the flags. 
To familiarize the children with the flags, give quick 
drills something like the following: Name the flag that 
has yellow and green in it. Name the flag having black 
in it. Name the colors of the American flag. Name 
the colors of the English flag. Name the colors of the 
Union Jack. Name all the flags that are striped. 

Distribute the flags and have the children receiving 
them, pass to the front of the room and obey quickly 



70 Games, Seat Work and Sense Training 

these commands. All having red, white and blue flags 
wave them. All having striped flags wave them. Ev- 
ery flag with green in it, wave. 

Teacher, show a flag for an instant, remove it, and 
the child who recognizes it is to wave it. 

Have a number of children run to a receptacle in 
which there are several flags, take one, stand in a line 
in front of the room and name them. Ex. : "I have the 
American flag." "I have the Cuban flag," then run into 
the cloak room. The children in their seats are to call 
them back in this way: ''Bring me the flag of Scot- 
land, Alice." ''Bring me the American flag, Robert." 

Teacher, or a pupil, describe a flag and the children 
find the flag: described and name it. 



|r DAYS OF THE WEEK 

S^. Have the names of the days of the week written 
or printed upon cards. Distribute these cards among 
the children and have them form a line, presenting the 
name ot each day in its proper place. Have the chil- 
dren change theTr position and then ask a child to re- 
place them in their right order. Take some of the cards 
away and have the pupils name the missing ones, also 
replace them. 



VISUALIZATION 

34. Paste different colored strips of paper, about a 
half inch wide, on a card 5x8 inches. 

Hold the card up for an instant, remove it and have 
a child tell you what he saw. As the idfferent cards 
are held up the children respond in this way: "I saw 
one green, two reds, one orange," or "I saw two blues, 
two greens, two yellows." "I saw red, green, orange, 
violet and blue." 



Games, Seat Work and Sense Training 71 

PHONICS 

35. Material — A set of cards upon which has been 
written the consonants, long and short vowels, and 
various endings, as ing, ed, ell, all. 

Show the cards and have the sounds recognized at a 
glance. Show the cards and have words given, begin- 
ning with or containing the sound. Show a card and if 
a child knows it give it to him and have him stand before 
the class, 

COLOR AND FORM 

36. Mount colored squares, circles, oblongs and tri- 
angles on a card. Prepare a set of these cards with a 
different arrangement of colored squares, circles, ob- 
longs and triangles on each one. 

Show a card for an instant, remove it and ask a child 
to name the forms from right to left or from top to bot- 
tom. Show another card and ask a child to tell what 
he saw as to form and color. Ex. : "I saw a blue square, 
a red triangle, a green oblong." Cover a form and ask 
a child to name it. Ex. : "You covered the blue square." 
Show another card and ask a child to tell what he saw 
as to size, color and form. Ex. : "I saw a two-inch blue 
square, a one-inch green square, a yellow oblong 1x4 
inches." 

LANGUAGE AND IMAGINATION 

37. Material — Toys, as, a cow, horse, horn, top, egg, 
apple, doll. Put these toys and objects in a closet or 
upon a shelf. 

Send a child to the closet or shelf, who understands 
that he is to get an object, and tell a story about it or 
make some simple statements concerning it, and then 
give it to the teacher. 



72 Games, Seat Work and Sense Training 

Examples 

"I went to the meadow, milked the cow, took the milk 
to my grandmother and she made us some milk toast." 

**I went to the store, bought this pretty horn, gave it 
to my little brother and we play Little Boy Blue." 

'*I went for a walk this morning and found this top on 
the sidewalk. I can't spin it because I have no string." 

"I bought this doll at the German Toy Store. Her 
name is Elizabeth. She goes to bed with me every 
night." 

'*I bought this black horse of a big, fat man. He cost 
me $100.00. I harness him up every morning and take 
father to work." 

(Encourage variety of expression.) When two or 
three children have told their stories, call upon a child 
to repeat the story told by each one and return the ob- 
ject to the child who had it originally. Ex. : It was 
George who went to the meadow, milked the cow, took 
the milk to his grandmother and she made them some 
milk toast. 

This is a good lesson, or exercise, for imagination. It 
also requires the closest observation and attention. 

PICTURES 

38. Material — Six pictures, painted by Millet, ar- 
ranged on a card 24x36 inches, having three in the upper 
row and three in the lower row. 

Have the children name the pictures in the upper 
row. Name the ones in the lower row. Name the mid- 
dle one in the upper row. Name the one at the right of 
"Feeding Her Birds." Locate "The Angelus." Ex.: 
"The Angelus" is the middle one in the lower row. 

Give a quotation about the first picture in the upper 
row. Give a quotation about the third one in the lower 



Games, Seat Work and Sense Training 73 

row. Name your favorite picture, locate it, and give a 
beautiful quotation about it. 

Teacher, give a quotation, then ask a child to tell the 
name of the picture and locate it. 

Quotations 
The Sower — Millet, 

"Sow with a generous hand; 

Pause not for toil or pain. 
Weary not through the heat of summer, 

Weary not through the cold spring rain ; 
But wait till the autumn comes 

For the sheaves gf golden grain." 

The Rainbow — Millet. 

'Tis the heaven of flowers you see there. 

All the wild flowers of the forest. 

All the lilies of the prairie, 

When on earth they fade and perish. 

Blossom in that heaven above us. 

Henry W. Longfellow. 

Gleaners — Millet. 

Hail to the merry harvest time. 

The gayest of the year. 
The time of rich and bounteous crops. 

Rejoicing and good cheer. 

Charles Dickens. 

Girl Spinning — Millet, 

In the garden of her father. 
Little Elsie sits and spins. 
And, singing with the early birds, 



74 Games, Seat Work and Sense Training 

Her daily task begins. 
Gay tulips bloom, and sweet mint 

Curls round her garden bower, 
But she is sweeter than the mint, and 

Fairer than the flower. 

J. G. Whittier. 

The Angelus — Millet. 

Evening now unbinds the fetters, 
Fashioned by the glowing light ; 
All that breathe are thankful debtors 
To the harbinger of night. 

Selected. 

The Angelus — Millet. 

It is said, somewhere, at twilight, 

A great bell softly swings. 
And one may listen and barken. 

To the beautiful music that rings. 

A. T. Howe. 

Feeding the Hens — Millet. 

Where do the chickens go at night? 
Heigh-ho, where do they go? 

Under the breast of their mother they rest. 

Finding her feathers a soft fluffy nest. 

Heigh-ho ! there's where the chicks go at night. 
Yes, there's where the chicks go at night. 

Selected. 

Shepherdess Knitting — Millet. 

"Flocks of quiet sheep are feeding, 
Little lambs are playing near. 



Games, Seat Work and Sense Training 75 

And the watchful shepherd leading 
Keeps them safe from harm and fear." 

Sheep Shearing — Millet. 

Little lamb, who made thee? 
Do'st thou know who made thee? 
Gave thee life and bade thee feed 
By the stream and o'er the mead ? 
Gave thee clothing of light — 
Softest clothing — woolley, bright? 
Gave thee such a tender voice, 
Making all the vales rejoice? 
Little Lamb, who made thee? 
Do'st thou know who made thee ? 

William Blake. 

MEMORY 

39. Give John a ball and a horn. Have him pass 
the ball to one child, the horn to another, then pass to 
the front of the room, turn his back to the school and 
call for them in this way: "Mary, please give me the 
ball." When Mary has obeyed the request John should 
say, "Thank you, Mary," and call for the horn. 

Give Ellen three objects and have her pass them out 
and call for them as John did. When three objects can 
be given out and recalled readily, gradually increase the 
number of objects. After some practice children are 
able to pass out and recall six or seven objects. 

Concentration, memory, language, and politeness are 
cultivated through this exercise. 

LEAVES 

40. Press leaves from different trees and mount 
them upon a card 12x24 inches. 



76 Games, Seat Work and Sense Training. 

Show the card for an instant and then remove it. 
Ask the pupils to name the leaves in the upper row. 
To name the leaves in the lower row. To name the leaf 
in the upper left-hand corner. To name the leaf in the 
lower right-hand corner. To name and locate the larg- 
est leaf, the smallest, the red leaf, the yellow leaf, etc. 

Ask a child to give a beautiful quotation about the 
leaf in the upper right-hand corner. To give a quota- 
tion about the middle leaf in the upper row. To locate 
and give a quotation about the oak leaf. To name all 
the yellow leaves seen. To name all the red leaves 
seen, etc. 

SENSE OF TOUCH 

41. Material — Samples of wool, cotton, linen, silk, 
linen thread, cotton thread, silk thread, and yarn. 

Arrange five or six children in a row with their hands 
behind them. Place in the hand of each child a sample 
of one of the above named materials, and from the sense 
of touch he is to tell what he has. 

As the children become more proficient, place one 
kind of material in the right hand, and another kind of 
material in the left hand. After an opportunity has been 
given to feel of the material such a statement as the fol- 
lowing should be made: 'Tn my left hand is the silk 
thread, in my right hand is the cotton thread." 

ACTION AND CONCENTRATION 

42. Have a child perform an action and tell what 
he did, as "I rang the bell." Have another child per- 
form the same action and one more and tell what he did, 
as "I rang the bell and struck the triangle." Have a 
third child perform the two actions already performed 
and one more, and tell what he did. Continue until a 
mistake is made. 



Games, Seat Work and Sense Training 11 

This exercise may be varied by having the actions 
performed without making the statement in regard to 
them. 

Directions may be brought into this game very suc- 
cessfully by having the children place different articles 
in different parts of the room and tell where they are. 
Ex. : "I placed the chair in the southeast corner." 

43. Call upon three children to perform actions. Ask 
a child to tell what was done. If he can tell correctly 
what was done by each one he joints the number and 
each one of the four perform an action. Ask a child 
to tell what each one of the four did. If correctly told 

le joints the number. Continue until a mistake is made. 

NUMBER 

44. Material — A set of cards with dots or colored cir- 
cles to represent numbers, i — 2 — 3 — ^4 — 5. Prepare 
some single ones and some double ones. Call the double 
ones "domino cards." 

Make the children familiar with the single cards, then 
show the domino card for an instant, and require the 
children to tell what they saw on the right side and 
on the left side of the card and give the sum. Ex. : ''I 
saw three on the right side, four on the left side, seven 
on the card." 

To vary this exercise and make it more simple, have 
the dots on one side yellow, the dots on the other side 
blue, using the different colors of the rainbow. Show 
the card for an instant, remove it and require the child 
to tell what he saw. Ex. : "I saw three red dots on 
the right side and five green dots on the left side." 

WORD DRILL 

45. Make a set of duplicate cards for this exercise. 
Teacher, show a card 5x7 inches, upon which has been 



78 Games, Seat Work and Sense Training 

written a word in large letters. Remove it after a 
moment's observation and have the children tell the 
word seen, also have them find one like it. Have v/ords 
written upon the board. Teacher, show the card and 
have the children find a word upon the blackboard like 
the one seen. 

COMPARISON OF LENGTHS 

46. Material — Rulers very carefully cut into differ- 
ent lengths, as, 3, 2, 7 inches. 

Have the children around a table, upon which has been 
placed many of these parts of rulers. Teacher, show 
the different lengths quickly and as each one is shown 
have the children tell how long it is. 

Teacher, call for different lengths and have the chil- 
dren find them. Ex. : Find ^ of a foot, 3^ of a foot, 
2/2, of a foot, etc. When it is found by the child he 
is to tell the number of inches contained therein. 

Teacher, call for a three-inch length, an eight-inch 
length, a nine-inch length. When it is found the child 
is to tell what part of a foot he has. 

Have the children pass to the board and draw vertical 
lines three inches long, horizontal lines eight inches 
long, four inch squares as directed by the teacher. 
When the work is finished each child is to measure with 
his ruler to see if his work is accurately done. 

RECOGNITION AND NAMING OF MADONNAS 

47. Select five famous Madonnas and arrange them 
upon a mount 24x32 inches. 

Have the children name the one in the middle, the 
one in the upper left-hand corner, the one in the lower 
right-hand corner, etc. 

Name the artist who painted the one in the upper left- 
hand corner. Name the artist who painted the middle 



Gaines, Seat Work and Sense Training 79 

one. Remove the card and call upon a child to name 
and locate the Madonna painted by Raphael. Name 
and locate the one painted by Murillo. Locate the Sis- 
tine Madonna and tell the name of the artist who 
painted it. 

H MONTHS OF THE YEAR 

48. Teach the names of the months of the year, also 
appropriate quotations for each month. 

Have the children stand in a row in front of the 
school and name each child a month. Have the children 
in their seats name them from left to right and from 
right to left. Teacher, touch the heads of the children 
in irregular order and call upon the class to name the 
months touched. 

Arrange twelve children in a semi-circle and name 
each child a month. Call the name of a month and as 
you do so bounce a large rubber ball and the child whose 
name is called must catch it and bounce it back. Those 
who fail to hear their name, consequently fail to catch 
the ball, are to pass to their seats. When this can be 
done quickly add the season. Bounce the ball, call the 
month "March." The child whose name is ''March'* 
catches the ball and bounces it back. As he does so he 
says, "March, spring," or "December, winter." 

Call upon a child for appropriate quotations. Call 
upon others to name the month. Teacher, name a month 
and call upon a child for an appropriate quotation. 

EYE TRAINING 

49. Choose six children and give each one a word to 
indicate his locality for observation. Ex. : Blackboard, 
number table, teacher's desk, pictures. The children 
chosen are to run lightly about, return to the front of 
the room, and tell what they saw in their locality, as I 



80 Games, Seat Work and Sense Training 

saw the quotation, "In ourselves the sunshine dwells, 
in ourselves the music swells." "1 saw a two-inch cube 
on the number table." "I saw a vase of flowers on the 
teacher's desk." (Encourage variety in expression.) 
After each child has made his statement in regard to the 
things observed he is to pass to his seat. Six other chil- 
dren are to be chosen who are to tell what they heard 
the others say. Ex. : "I heard John say that he saw a 
two-inch cube on the number table." 

OBSERVATION AND MEMORY 

50. Call two children to the front of the room. Have 
one leave the room and the other run quickly and touch 
three or more children who are to change seats. The 
child who left the room is called in and tells the changes 
which have taken place, as "John changed seats with 
Mary; Willie with Alice; George with Robert." If all 
the changes made are given correctly he calls some one 
to take his place and he takes the place of the one who 
touched the children in their seats. 

LANGUAGE 

51. Material — Pictures of the people of different na- 
tions. 

A. Show a picture. Have the children tell the name 
of the country. 

B. Show a picture for an instant, remove it, and have 
the children tell the name of the language they speak. 
Ex. : "They speak French." 

C. Show a picture for an instant, remove it, and have 
the children tell some peculiarity of their country — or 
dress. Ex. : Holland is a very low country. The Dutch 
people wear wooden shoes. 



Games, Seat Work and Sense Training 81 

D. As the pictures are shown have the children give 
some product of the country — or some characteristic 
custom. 

WORD DRILL 

52. Material — A set of cards upon which are written, 
or printed, in large form, words difficult for the children 
to learn and retain. 

Teacher, write five of these words on the board and 
the children name them. Give out cards with corre- 
sponding words on them. Those having the cards must 
step before the class and arrange themselves in the order 
suggested by the list of words. Erase the list of words 
and give the cards to other children. These children ar- 
range themselves in the order suggested by the list and 
the class pronounce the words in concert. 

EAR TRAINING 

53. Material — Bells of different sizes and tones. 

A. Teacher, ring each bell and designate it in the 
following way : This is the school bell ; this is the bi- 
cycle bell; this is the ice-cream bell; this is the dinner 
bell; this is the church bell. Tell the children to close 
their eyes and listen to the different bells as they are 
rung. Call upon a child to tell what he heard. Ex. : 
'T heard the school bell." 

B. Tell the children to close their eyes and listen care- 
fully. Teacher, strike a tin pan, a piece of iron, a tum- 
bler. Call upon a child to tell what was struck. Ex.: 
"You struck a piece of iron, a tin pan and a tumbler." 

C. Direct the children to close their eyes and listen 
carefully. Teacher, take several steps, hop a number 
of tim.es, and jump. Call upon a child to tell what he 
heard. Ex.: *'I heard you take three steps, hop twice, 



82 Games, Seat Work and Sense Trainincr 



and jump once." "I heard you open the door, ring the 
ice-cream bell, and write on the board." 

D. Direct the children to close their eyes — and listen 
carefully to what is done. Teacher, make marks on the 
board in this way: ii iii ii, and call upon a child to 
tell what he heard. Ex. : "I heard two, three,- two." "I 
heard four, three, one." 

CONCENTRATION 

54. Place a large square upon the board and divide 
it into sixteen squares. Have the children name the 
squares, as. The first square in the second row, the 
fourth square in the third row, and so on. Ask a child 
to draw lines according to direction. Draw a diagonal 
line from the upper left-hand corner to the lower right- 
hand corner in the third square in the first row. Bisect 
the second square in the fourth row from top to bottom. 
Bisect the square in the lower left-hand corner from 
right to left. 

Tell the children to hide their faces and ask John to 
draw a simple sketch in any one of the squares. At a 
given signal the children look up, observe, and tell what 
John did. Ex. : "John drew a bell in the third square 
in the fourth row." 

CLASSIFICATION 

55. Talk to the children about the three kingdoms. 
Inspire them to bring in specimens from each kingdom 
and classify them as they are brought in. Mount such 
specimens, as, gold and silver trinkets, lead, copper, coal, 
starch, steel and bone upon cards 23^x4 inches. Put the 
soda, salt, pepper and water in small bottles and fasten 
the bottles to the cards. The following specimens should 
be secured : Raffia, cork, fur, gold, silver, lead, tin, 
brass, sealing wax, silk, wool, bone button, coal, leather 



Games, Seat Work and Sense Training 83 

or kid, sponge, pean- button, steel pen, nail, penny, 
sugar, linen cloth, cotton cloth, wood, soda, salt, pepper, 
paper, vegetables and fruit, etc. 

A. Have these specimens on a number table and the 
class around the table. Show any one of the specimens, 
remove it and call upon a child to name the kingdom 
to which it belongs. 

Teacher, call for specimens belonging to the vege- 
table kingdom and have then found and named by the 
children. Ex. : Cork belongs to the vegetable kingdom. 
Call for articles belonging to the other two kingdoms in 
a similar way. 

B. Have three children step to the table and quickly 
separate the articles into the different kingdoms. 

C. Give to each child a sheet of paper. At the top 
of the paper have each one write Animal — Vegetable — 
Mineral. Show a specimen for an instant, remove it, 
and have the children write the name of the specimen 
shown under the proper heading or under the name of 
the kingdom to which it belongs. 

Have the children exchange papers ana make cor- 
rections. 

MENTAL DRILLS 

56. Cut large figures from a calendar and mount 
them in a straight row down the middle of a strawboard 
oblong 7x20 inches. Place this oblong at the side of 
the blackboard. Write a figure on the blackboard near 
it and give a quick drill in addition by pointing to the 
figure on the board and one on the card and require the 
children to give the sum. Use this same device and ask 
the children to give the difference, also use it for a quick 
drill on the multiplication table. Erase the figure on the 



84 Games, Seat Work and Sense Training 

board, place a different one there and proceed as directed 
above. Tell the children to add two to each number in 
the row ; subtract three from each number ; multiply each 
number in the row by any desired number ; to give a half, 
a third, or a fourth of each number. 

57. Cut figures from a calendar. Take a square of 
strawboard 18x18 inches. Draw as large a circle as 
possible upon this square. Paste the figures at equal 
distances around the circle. Pin a figure in the center 
of the circle, so that it can be changed from time to time. 
Point quickly to the figure in the center and then to one 
on the circle and ask a child for the product. This is 
an excellent device for drill upon the multiplication table. 



CONCENTRATION AND MEMORY 

58. Give several commands, as Roll the ball; Eat 
some candy ; Strike the triangle ; and call upon three 
children to perform the actions. The child whose name 
was called first is to obey the first command ; the second 
child, the second command; the third child, the third 
command. Each child is to tell what he did; as 'T 
rolled the ball ; I ate some candy ; I struck the triangle." 

EAR TRAINING AND MEMORY 

59. Ask two or three pupils to turn their backs and 
others to speak ; as one child says, "Good morning" ; 
another, "How do you do?" another, "It snowed yester- 
day." Pupils having their backs turned are to tell who 
spoke and what was said. 

Ex. : John said, "Good morning." Mary said, "It 
snowed yesterday." Helen said, "How do you do?" 



Games, Seat Work and Sense Training 85 

LANGUAGE AND MUSIC 

60. Material — Mounted pictures of musicians and 
songs composed by them. 

Teach the children one of these songs, tell the story 
of the life of the composer, and show his picture. Con- 
tinue in this way until several songs and composers are 
familiar to the children. 

Teacher, sing a part of one of these songs and call 
upon a child to name and show the picture of the com- 
poser. Teacher, name a composer and ask a child to 
sing one of his compositions. 

One verse of The Morning Hymn set to Beethoven's 
music, a patriotic song set to Haydn's music, ''Spring 
Song" by Schumann, one verse of ''Home, Sweet 
Home," Julia Ward Howe, "America," S. F. Smith, 
are suggestive for this work, and are to be used as di- 
rected above. 

(This exercise was seen in a first grade room and was 
very beautiful.) 

CONCENTRATION 

61. Have a child perform an action and tell what he 
did, as 'T struck the triangle." Have a child perform 
the same action and one more, tell what he did, also 
what the first one did, as "Mary struck the triangle, I 
wrote the word dog on the board." Call upon another 
child to perform the two actions and one more and tell 
what each one did. Continue until a mistake is made, 
then begin a new game. 

This exercise may be made interesting by having all 
the actions, those performed by a certain class of people, 
as the Indians, or those of a certain occupation. The 
children perform readily some of the actions of the car- 
penter. 



86 Games, Seat Work and Sense Training 

This exercise demands attention and concentration 
and is an excellent language lesson. 

NUMBER 

62. Material — Squares of different sizes cut from 
colored paper and mounted on cards, (a two-inch square, 
a six-inch square, a four-inch square, etc.) 

Place the cards on the ledge of the blackboard and 
have them named from right to left and from left to 
right. Have the children close their eyes and the teach- 
er remove one or more of the cards. Children tell which 
ones are missing. 

Teacher, show a three-inch square for a moment and 
then ask, ''How many one-inch squares can be cut from 
this square?" Answer, ''You can cut nine one-inch 
squares from a three-inch square." Use the other 
squares in the same way. 

Place the squares before the children and say, "Bring 
me the square from which I can cut four one-inch 
squares." Call for the others in a similar way. 

RECOGNITION OF KINDS OF WOOD 

63. Material — Specimens of different kinds of wood. 

Teach the children to recognize and name these speci- 
mens. Hold up different woods for quick recognition, 
remove them and have the children name the kinds seen. 

Distribute the specimens among the children and have 
each child run to the front of the room, hold up the 
wood and name it. At a given signal the children 
standing on the floor exchange specimens and name 
them. 

Teacher, write the name of a kind of wood upon the 
board. Erase the word and call upon different children 
to find the kind of wood. 



Games, Seat Work and Sense Training 87 

Show several different specimens, remove or cover 
them and have the children write the names of the speci- 
mens seen in the order in which they were arranged or 
shov/n. 

(Eighteen different kinds of wood were recognized in 
a room in which this exercise was given.) 

• CONCENTRATION 

64. Send several children to the blackboard to write 
quickly a word they know. Erase the words and ask a 
child in his seat to name each child and tell the word 
he wrote. Ex. : John wrote "cow." Mary wrote "tall." 

PICTURE EXERCISE 

65. Mount Boughton's pictures of the Pilgrims for 
this exercise. 

Give a quick drill upon naming the pictures, and place 
them upon the ledge of the blackboard. Give an in- 
stant for quick observation of the arrangement, then 
have the children close their eyes. Teacher, change the 
arrangemxcnt and call upon a child to replace them as 
they were originally. 

Call upon a child to distribute three or four pictures 
to the members of the class and recall them in the fol- 
lowing way : John, please bring me "The Return of the 
Mayflower." Arthur, please bring me "Priscilla." 

66. Several children stand before a class each holding 
a picture. Teacher, take the pictures from the children 
and give them to a child in the class, telling him to give 
them back to the children who first held them. 

Send a child out of the room, but within hearing dis- 
tance. Teacher, nod or whisper to a child in the room 
to sing, and to another to repeat a memory gem, and to 
another to read from the blackboard. Call the child 



88 Games, Seat Work and Sense Training 

who went outside and ask him to tell what was done and 
by whom. 



SEASONS 

6y. Teach the names of the seasons, the names of the 
months in each season, and an appropriate quotation for 
each season. 

A Suggestive Drill. Teacher, call the name of a sea- 
son, as winter. Children tell the name of a month 
in that season. Ex. : December is a winter month. 
Teacher, call the name of a month, children tell the sea- 
son to which it belongs. Ex. : April is a spring month. 

Call twelve children to the front of the room and 
name each child a month. Tell all the spring months 
to step to the right, all the winter months to run to the 
left, all the summer months wave their hands, all the 
autumn months repeat an autumn quotation. 

Show pictures representing different seasons for quick 
observation, remove them and call upon a child to name 
the season. 

Call upon a child for a quotation, call upon others 
to name the month. Teacher name a month, call upon 
a child for an appropriate quotation. 

Call four children to the front of the room and name 
them, Summer, Spring, Autumn, Winter. Bounce a 
large rubber ball and call the name of a month, as 
June and the child whose name is Summer is to catch 
the ball. Call March and the child whose name is 
Spring is to catch the ball, and so on. (This is an in- 
tensely interesting game, causes quick mental action, 
and holds the attention of the entire school.) 



Games, Seat Work and Sense Training 89 

BIRD EXERCISE. 

6^. Material — Mounted pictures of birds and appro- 
priate quotations for each one. 

Teach the name and characteristics of each bird. Show 
a picture, remove it, call upon a child to name the bird 
and tell all he knows about it. Show a picture, remove 
it, call upon a child to name the class to which it be- 
longs ; as a wader, swimmer, singer, bird of prey. De- 
scribe a bird as to color or habits and have a child name 
the bird described. Place the cards on the ledge of the 
board and have them named from right to left and vice 
versa. Change the arrangement and have them replaced 
as they were originally. 

Have a child give a quotation as: 

"Not an inch of his body is free from delight, 
Can he keep himself still if he would ? 

O not he! 
The music stirs in him Hke wind through a tree." 
A child then gets the meadow lark. 

Place the mounts on the ledge of the board. As 
each one is placed have the entire school give an appro- 
priate quotation, as : 

Bluebird 

"Winged lute that we call a bluebird, 
You blend in a silver strain 
The sound of the laughing waters. 
The patter of spring's sweet rain. 
The voice of the wind, the sunshine 
And fragrance of blossoming things. 
Ah ! You are a poem of April, that 
God endowed with wings." 



90 Games, Seat Work and Sense Training 

Swallow 

"Come, summer visitant, attach 
To my red roof thy nest of clay, 
And let my ear thy music catch. 
Low twittering underneath the thatch 
At the gray dawn of day." 



Games J Seat Work and Sense Training 91 

BIRD QUOTATIONS 

The Humming Bird 

A flash of harmless Hghtning, 

A mist of rainbow dyes, 
The burnished sunbeams brightening, 

From flower to flower he flies. 

John Bannister Tabb. 

The Blackbird 

Blackbird! sing me something well; 
While all the neighbors shoot thee round, 
I keep smooth plats of fruitful ground, 

Where thou may'st warble, eat and dwell. 

Alfred Tennyson. 

The Song Sparrow 

There is a bird I know so well, 
It seems as if he must have sung 
Beside my crib when I was young ; 

Before I knew the way to spell 

The name of even the smallest bird, 
His gentle, joyful song I heard. 

Henry Van Dyke. 

Robin 

The sweetest sound the whole year round — 
Tis the first robin of the spring — 
The song of the full orchard choir 
Is not so fine a thing. 

Edmund Clarence Stedman. 



92 Games, Seat Work and Sense Training 

To AN Oriole 

How falls it, oriole, thou hast come to fly 
In tropic splendor through our northern sky? 
At some glad moment was it nature's choice 
To dower a scrap of sunshine with a voice ? 

Or did some orange tulip, flaked with black. 
In some forgotten garden, ages back, 

Yearning toward Heaven till its wish was heard, 
Desire unspeakable to be a bird? 

Edgar Fawcett. 

To A Water-Fowl 

He who from zone to zone. 

Guides through the boundless sky thy certain flight, 
In the long way that I must tread alone. 

Will lead my steps aright. 

Wm. Cullen Bryant. 

The Bluebird 

The bluebird chants from the elm's long branches, 
A hymn to welcome the budding year. 

The south wind wanders from field to forest, 
And softly whispers, "The spring is here." 

Wm. Cullen Bryant. 

The Swallow 

The robin may warble his merriest tune. 
The leaves may be green on the tree. 

But the blithe little swallow will wait for the June ; 
For the bird of the summer is he. 

Selected. 



Games, Seat Work and Sense Training 93 

The Skylark 

Bird of the wilderness, 
Blithesome and cumberless, 

Sweet be thy nature o'er moreland and lea ! 
Emblem of happiness, 

Blest is ihy dwelling-place ; 

to abide in the desert with thee ! 

Selected. 

The Boblinks 

When nature had made all her birds, 

With no more cares to think on, 
She gave a rippling laugh, and out 

There flew a Bobolinkon. 

Christopher Pearse Crauch. 

The Sandpiper 

Across the narrow beach we flit, 

One little sandpiper and I; 
And fast I gather bit by bit. 

The scattered driftwood, bleached and dry. 

Celia Thaxter. 

An Angler's Wish 

1 think the meadow-lark's clear sound 
Leaks upward slowly from the ground, 

While on the wing 
The bluebird's ring 
Their wedding bells to woods around, 

Henry Van Dyke. 

The Hermit Thrush 

Who sings New England's Angelus? 
A little bird so plainly dressed 



94 Games, Seat Work and Sense Training 

With robe of brown and spotted vest. 
He rings New England's Angeliis. 

Nelly Hart Woodworth. 

The Eagle 

He clasps the crag with hooked hands ; 
Close to the sun in lonely lands, 
Ring'd with the azure world he stands. 

Alfred Tennyson. 

The Kingfisher 

Have you ever seen my fisher-friend, 
Where some lone brook is flowing, 

When summer's skies are blue and clear, 
And summer's flowers are blowing? 

Alix Thorn. 

The Gull 

I see the solemn gulls in council sitting 

On some broad ice-floe, pondering long and late, 

While overhead the home-bound ducks are flitting. 
And leave the tardy conclave in debate. 

Oliver Wendell Holmes. 

The Owl 

In the hollow tree, in the old gray tower, 

The spectral owl doth dwell ; 
Dull, hated, despised, in the sunshine hour. 

But at dusk he's abroad and well ! 
Not a bird of the forest e'er mates with him ; 

All mock him outright by day; 
But at night, when the woods grow still and dim, 

The boldest will shrink away! 



Games, Seat Work and Sense Trainmg 95 

O, when the night-falls, and roosts the fowl, 
Then, then, is the reign of the horned owl ! 

Barry Cornwall. 

Wild Geese 

The wind blows, the sun shines, the birds sing loud. 
The blue, blue sky is flecked with fleecy dappled cloud. 
Over earth's rejoicing fields the children dance and sing, 
And the frogs pipe in chorus, 

"It is spring ! It is spring." 

Celia Thaxter. 

The Flight of the Birds 

Whither away, Robin, 

Whither away? 
Is it through envy of the maple-leaf. 
Whose blushes mock the crimson of thy breast, 

Thou wilt not stay ? 
The summer days were long, yet all too brief 
The happy season thou hast been our guest : 

Whither away? 

Whither away, bluebird. 

Whither away? 
The blast is chill, yet in the upper sky 
Thou still canst find the color of thy wing. 

The hue of May. 
Warbler, why speed thy southern flight? Ah, why, 
Thou, too, whose song first told us of the spring? 

Whither away? 

Whither away. Swallow, 
Whither away? 
Canst thou no longer tarry in the North, 



96 Games, Seat Work and Sense Training 

Here, where our roof so well hath screened thy nest? 

Not one short day ? 
Wilt thou — as if thou human wert — go forth 
And wander far from them who love thee best? 

Whither away? 

Edmund Clarence Stedman. 

The Bobolink 

Bobolink! that in the meadow, 
Or beneath the orchard's shadow, 
Keepest up a constant rattle. 
Joyous as my children's prattle, 
Welcome to the north again ! 
Welcome to mine ear thy strain, 
Welcome to mine eye the sight 
Of thy buff, thy black and white. 
Gayest songster of the spring! 
Thy melodies before me bring 
Visions of some dream-built land. 
Where by constant zephyrs fanned, 
I might walk the livelong day. 
Embosomed in perpetual May. 
Nor care nor fear thy bosom knows; 
For thee a tempest never blows ; 
But when our northern summer is o'er ; 
By Delaware's or Schuylkill's shore 
The wild rice lifts its airy head, 
And royal feasts for thee are spread. 
And when the winter threatens there 
Thy tireless wings yet own no fear, 
But bear thee to more southern coasts, 
Far beyond the reach of frosts. 
Bobolink ! still mav thy gladness 
Take from me all taints of sadness; 
Fill my soul with trust unshaken 
In that Being who has taken 



Games, Seat Work and Sense Training 97 

Care for every living thing, 

In Summer, Winter, Fall and Spring. 

Thomas Hill. 



The Vesper Sparrow 

Tt comes from childhood land. 
Where summer days are long 

And summer eves are bland — 
A lulling good-night song." 

'Upon a pasture stone, 

Against the fading west, 
A small bird sings alone, 

Then dives and finds its nest." 

The evening star was heard, 

And flutters into sight; 
O childhood's vesper-bird. 

My heart calls back, Good-night. 

Edith M. Thomas. 



KINDS OF FUR 

69. Material — Samples of different kinds of fur; 
beaver, otter, seal, monkey, Persian lamb, mink, sable, 
squirrel, buffalo, bear and fox. 

Familiarize the children with the name of each one 
and lead them to discover for themselves the use of each. 
(Much interesting work may be done along the line of 
comparison, also the reason why some are more valuable 
than others.) 

From an instant's observation ask a child to name 
the fur seen, the animal from which it came, the home 
of the animal and its use. Example: Seal skin, found 
in Alaska, used to make coats, capes and muffs. 



98 Games, Seat Work and Sense Training 

KINDS OF LEATHER 

70. Material — Samples of different kinds of leather. 
Familiarize the children with the name of each, and 

lead them to discover for themselves the use of each. 
Show a sample for observation, remove it and ask a 
child to name it. Show other samples in the same way. 
Ask several children to stand in a row and put their 
hands behind them. Place in each child's hand a piece 
of leather and ask him to name it from the sense of touch. 
Tell the children in the row to show their samples to 
the class and run into the hall. Have a child in the class 
call them back in this way: Alice, please bring me the 
pig skin. Harvey, please bring me the calf skin. George, 
please bring me the alligator skin. 

B. Teacher, hold up a sample of leather for observa- 
tion, remove it and call upon a child to name the leather 
and its use. Examples: Kid, used in the manufacture 
of gloves. Morocco, used in the manufacture of purses 
and bags. 

IMITATION 

71. Material — Pictures of objects or animals, as, a 
horse, fly, dog, apple, flag, etc., mounted upon cards. 

Show a card for an instant, remove it, and have a 
child, or a number of children, pass to the board and 
write the name of the animal or object seen. 

Require a child, or a number of children, to perform 
an action, then pass to the board and write the word 
which tells what he can do, as run, eat, fly, drink, draw, 
write, throw. 

NUMBER EXERCISE 

y2. Paste large figures, cut from calendars, on cards 
4x9 inches. 

Show a card for an instant's quick observation, remove 
it and call upon a child for the sum. Show another card 



Games, Seat Work and Sense Training 99 

and call upon a child to give the difference. Continue 
until a number of cards have been shown. Show a card 
for an instant and then call upon a child to multiply the 
sum of each by two or three, or any number upon which 
the children need drill. 

Place a card in the hand of each child in the class. 
The game begins: ist Child/'My number is 7 — 3." 
Alice answers, "Your number is 4." 2nd Child, "There 
are 3, 3's in my number." Robert answers, "Your num- 
ber is 9." 3rd Child, "12 — 7 is my number." Harry 
answers, "Your number is 5." 4th Child, "My number 
is 6-|-6." George answers, "Your number is 12." (This 
is an excellent exercise for quick mental work on the 
various combinations, and it holds the interest of the 
entire class. All must work.) 

yi,- Prepare a number of cards 3x9 inches. Paste 
one large figure at the top of each one. 

As the cards are shown the children are to supply the 
number that will make twelve, or any other desired num- 
ber. Double each one as it is shown. Square each one. 
Give Yz or 1/3 or ^4 of ^^ch number. Add five (or any 
number desired) to each one as it is shown. Multiply 
each number by two, etc. 

Place several cards in a row on the ledge of the black- 
board, as 8, 5, 6, 10, 7. Have them visualized by nam- 
ing them from right to left. (Begin with three figures 
and gradually increase the number.) Turn the backs of 
the cards to the class. The children in the class re- 
spond as follows : One child says, "5+3 are 8" ; another 
one, ''4+2 are 6" ; another one, "5+5 are 10" ; another 
one, "4-J-3 are 7," or one child may give them all or as 
many as he can remember. 

74. Have the children in the class form a square and 
give each child a number. Teacher, stand on the out- 
side of the square with a large rubber ball and give cer- 

^ f^.t r 



100 Games, Seat Work and Sense Training 

tain number combinations, as 5+2, 6+3, 7 — 4, 5X4, 
and at the same time toss the ball high in the air so that 
it will come down in the center of the square. The 
child whose number is the correct answer is to catch 
the ball, give the sum, difference or product and toss 
the ball back to the teacher. 

No child in the square is to move or touch the ball 
except the ones having the correct answer. This little 
game requires every child to think out every answer. 

75. Class form a circle. One child name a number, 
the next add to it or subtract from it another number 
and the next child name the result. This should be con- 
tinued rapidly around the ling. The one who fails or 
is not ready to respond steps into the center of the ring. 

y6. Prepare a set of cards 3x9 inches and paste three 
large figures on each one. 

Give the following exercises : Show a card for an in- 
stant and require the quick addition. From the sum 
of the two upper ones subtiact the lower one. Add and 
give y2 the sum. Add the two upper ones. Add the 
two lower ones. Add the first and the last. 



NAMES OF BUILDINGS 

yy. Material — Mounted pictures of familiar public 
buildings, of natural features and objects of local inter- 
est, as statues, parks, military posts, etc. 

Teach the children to recognize and name these pic- 
tures in any order in which they may be placed. Teach 
the location of each building. Show a picture for an 
instant, remove it, then ask a child to name the building 
and give its location. Teacher, give a location and call 
upon a child to name the building which QQCUpies that 
location. 



Games, Seat Work and Sense Training 101 

PRESIDENTS 

78. Material — Pictures of the presidents of the Unit- 
ed States mounted on mounts 6x10 inches. 

FamiHarize the children with the names of the presi- 
dents, place them upon the ledge of the board and have 
them named from right to left and from left to right- 
Change the arrangement as suggested in previous ex- 
ercises. 

Tell a child to touch the picture of our first president. 
He touches it and says, ''George Washington was our 
first president." Show me the picture of the president 
who said, "Gold is good in its place, but living, patriotic 
men are better than gold." A child shows it and says, 
'Tt was Abraham Lincoln who made that statement." 
Show me the picture of one who was instrumental in 
forming the constitution of the United States. Bring 
me the picture of one who was a great general in the 
Civil War. Show me the picture of the president you 
most admire, and tell me why you admire him. Touch 
the picture of one who has served for two terms. Tell 
me something interesting about the second picture from 
the left. 

This exercise not only affords an opportunity for the 
children to learn the names of the presidents, but it is 
also an excellent means of familiarizing them with im- 
portant events. 

VISUALIZATION 

79. Write words from the spelling lesson upon sep- 
arate cards and place one or more of these cards upon 
the ledge of the board (words downward) in front of 
each child. At the signal "one" the children pick up 
the card or cards and look at the words. At the signal 
"two" they lay the card down as before, and write the 
words on the board. At the signal "three" they com- 



102 Games, Seat Work and Sense Training 

pare the words written with the ones upon the cards and 
correct their mistakes. 

MEMORY 

80. Teacher, touch three children very quickly and 
they run to the front of the room in the order in which 
they were touched. The first one touched is to stand 
first, the second one second, and the third one third. The 
children in their seats observe for an instant. The chil- 
dren on the floor run back to their seats. Call upon a 
child to touch the same three children in exactly the 
same order as did the teacher, also touch three others 
of his own choice. The children in their seats observe, 
then the six children run to their seats. Call upon a 
child to touch the six children, and then three of his own 
choice. The children in their seats observe as before, 
then the nine return to their seats. So continue until a 
mistake is made. 

This exercise, like all sense training exercises, must 
be given quickly and quietly. (The second time this ex- 
ercise was given in a B ist grade room the children were 
able to touch twenty-one children.) 

PHONICS 

81. Material — A set of cards upon which is printed 
or written the letters of the alphabet, also different 
phonograms. 

Show a card and have the children give the sound. 
Show a card and the child who can give the sound is to 
have the card. Continue in this way until all the sounds 
have been given. To recall the cards, teacher give the 
sound and the child who has the card is to return it. 

Show several cards in succession and require a child 
to give the sounds in the exact order in which they were 
shown. 



Games, Seat Work and Sense Training 103 

Arrange a number of the cards on the ledge of the 
blackboard. Tell a child lo quickly select two cards, a 
letter and a phonogram which will form a word, and 
hold them up for the class to pronounce. Give many of 
the children an opportunity to do this. 

Distribute the cards one or more to each child. Teach- 
er, sound a word and the children holding the cards that 
form that word step forward and show their cards. The 
class is to sound or pronounce the word. 

POETS 

82. Material — Mounted pictures of the poets and 
appropriate quotations from each. 

By interesting drills teach the names and nationality 
of the poets, and have a quotation or several quotations 
from each one memorized by the children. 

Hold up a picture of a poet for an instant's observa- 
tion, remove it and call upon a child to name the poet. 
Show a picture, remove it, and ask a child to name the 
poet, his nationality and a poem written by him. Ex.: 
"Henry W. Longfellow, an American poet, who wrote 
The Children's Hour.' " 

Arrange the pictures upon the ledge of the black- 
board and ask a child to name and collect all the Amer- 
ican poets, all the English poets, all the Scotch poets, 
etc. Ask a child to select and name the picture of a 
poet who wrote poems for children. Ex. : Alice Gary 
or Robert Louis Stevenson. 

Ask a child to select and name the picture of one who 
wrote poems about children, as, Eugene Field, John G. 
Whittier. 

Arrange the pictures along the ledge of the black- 
board. Teacher, recite a poem or quotation and ask a 
child to show the picture and name the poet who wrote 
it. Ask a child to give his favorite quotation and call 



104 Games, Seat Work and Sense Training 

upon another child to find the picture of the poet who 
wrote it. 

Show a picture of a poet, remove it and call upon a 
child or upon different children for quotations or poems 
written by him. 

The Wind 

I saw you toss the kites on high 
And blow the birds about the sky ; 
And all around I heard you pass, 
Like ladies' skirts across the grass — 
O wind, a-blowmg all day long, 
O wind, that sings so loud a song ! 

Robert Louis Stevenson. 

The Throstle 

Summer is coming, summer is coming. 

I know it, I know it, I know it. 

Light again, leaf again, life again, love again, 

Yes, my wild little poet. 

Alfred Tennyson. 

Daffodils 

I wandered lonely as a cloud 

That floats on high o'er vales and hills, 

When all at once I saw a crowd, 

A host of golden daffodils ; 

Beside the lake, beneath the trees. 

Fluttering and dancing in the breeze. 

Wm, Wordsworth. 

The Recollection 

We wandered to the pine forest 
That skirts the Ocean's foam; 



Games, Seat Work and Sense Training 105 

The lightest wind was in its nest, 

The tempest in its home. 

The whispering waves were half asleep, 

The clouds were gone to play, 

And on the bosom of the deep 

The smile of Heaven lay. 

Percy Bysshe Shelley. 

Thoughts for the Discouraged Farmer 

The summer winds is snifflin' round the bloomin' locus' 

trees ; 
And the clover in the pastur' is a big day for the bees, 
And they been a swiggin' honey, above board and on the 

sly, 
Tel they stutter in theyr buzzin' and stagger when they 

fly- 

The flicker on the fence-rail 'pears the jest spit on his 

wings 
And roll up his feathers, by the sassy way he sings. 

Fer the world is full of roses and the roses full of dew. 
And the dew is full of heavenly love that drips fer me 
and you. 

James Whitcomb Riley. 

L' Ali egro 

To hear the lark begin his flight. 
And singing startle the dull night, 
From his watch tower in the skies, 
Till the dappled dawn doth rise ; 
Then to come in spite of sorrow. 
And at my window bid good morrow, 
Through the sweet-brier, or the vine 
Or the twisted eglantine. 

John Milton. 



106 Games, Seat Work and Sense Training 

The Double Sunflower 

The sunflowers hung their banners out in the sweet Sep- 
tember weather; 

A stately company they stood by the garden fence to- 
gether, 

And looked out on the shining sea that bright and bright- 
er grew, 

And slowly bowed their golden heads to every wind that 
blew. 

Celia Thaxter. 



AUTHORS AND QUOTATIONS 

James Russell Lowell. 

The Vision of Sir Launfal 

"And what is so rare as a day in June, 

Then, if ever come perfect days, 

Then Heaven tries .he earth, if it be in tune, 

And over it softly her warm ear lays. 

Whether we look, or whether we listen. 

We hear life murmur and see it glisten." 

"We may shut our eyes 

But we cannot help knowing 

That skies are blue 

And the grass is growing." 

"Nor what we give but what we share. 

For the gift, without the giver is tare." 

Nathaniel Hawthorne 

Grandfather's Chair 

Henry W. Longfellow 

Hiawatha 

The Children's Hour 

Children and the Leaves 

"What the leaves are to the forest, 
With light and air for food, 
'Ere their sweet and tender juices 
Have been hardened into wood. 
That to the world are children ; 
Through them it feels the glow. 
Of a brighter and sunnier climate, 
Than reaches the trunks below. 

107 



108 Games, Seat Work and Sense Training 

Come to me, O ye children, 

And whisper in my ear. 

What the birds and the winds are singing 

In your sunny atmosphere. 

Ye are better than ail the ballads, 

That ever were sung or said. 

For ye are the living poems 

And all the rest are dead." 

John Greenleaf Whittier. 

Snowbound 

The Barefoot Boy 

"The sun that brief December day 
Rose cheerless over hills of gray." 

"Blessings on the little man, 
Barefoot boy with cheeks of tan, 
With thy turned-up pantaloons, 
And thy merry whistling tunes." 

Oliver Wendell Holmes. 

The Wonderful One-Hoss Shay 

"Little of all we value here, 
Wakes on the morn of its hundredth year. 
Without both feeling and looking queer. 
In fact there's nothing that keeps its youth 
So far as I know, but a tree and truth." 

Wm. Cowper. 

The Cricket 

Little inmate, full of mirth, 
Chirping on my kitchen hearth, 



Games, Seat Work and Sense Training 109 

Whereso'er be thine abode 
Always harbinger of good. 

O. W. Holmes. 

To AN Insect 

I love to hear thine earnest voice, 
Wherever thou are hid, 
Thou testy little dogmatist, 
Thou pretty Katydid ! 
Thou mindest me of gentlefolks — 
Old gentle folks are they — 
Thou sayest an undisputed thing 
In such a solemn way. 

Wm. Cullen Bryant. 

The Planting of the Apple Tree 

Each year shall give this apple tree 
A broader flush of roseate bloom, 
A deeper maze of verdurous gloom. 
And loosen, when the frost-clouds lower 
The crisp brown leaves in thicker shower. 
The years shall come and pass, but we 
Shall hear no longer, where we lie. 
The summer's songs, the autumn's sigh, 
In the boughs of the apple tree. 

Ralph Waldo Emerson. 

Essays on Nature 

The Snow Storm 

Thanksgiving Song 

"Announced by all the trumpets of the sky, 
Arrives the snow, and driving o'er the fields 



110 Games, Seat Work and Sense Training 

Seems nowhere to alight ; the whited air 

Hides hills and woods, the river and the Heaven.* 

*'For flowers that bloom about our feet 

For tender grass so fresh and sweet, 

For song of bird and hum of bee, 

For all things fair we hear or see, 

Our Father we thank Thee 

For thy dear, everlasthig arms. 

That bear us o'er all ills and harms 

For blessed words of long ago 

That help us now, thy words to know, 

Our Father, we thank Thee." 

Charles Dickens. 

The Cricket on the Hearth 

David Copperfield 

"Hail to the merry harvest time, 
The gayest of the year, 
The time of rich and bounteous crops, 
Rejoicing and good cheer." 



QUOTATIONS FOR THE SEASONS 

Early Spring 

Once more the Heavenly Power 

Makes all things new, 
And domes the red-plowed hills 

With loving blue. 

Alfred Tennyson. 

Summer 

When the heat like a mist veil floats, 

And poppies flame in the rye, 
And the silver note In the streamlet's throat 
Has softened almost to a sigh. 
It is July. 

S. H. Swett. 

Indian Sum,mer 

At last the toil encumbered days are over. 
And airs of noon are mellow as the morn ; 

The blooms are brown upon the seeding clover, 
And brown the silks that plume the ripening corn. 

J. P. Irvine. 

The First Snow Fall 

The snow had begun in the gloaming 

And busily all the night 
Had been heaping field and highway 

With a silence deep and white. 

Every pine and fir and hemlock 
Wore ermine too dear for an earl, 

And the poorest twigs on the elm tree 
Was ridged inch deep with pearl. 

James Russell Lowell. 

Ill 



112 Games, Seat Work arid Sense Training 

September 

The hills are bright with maples yet, 

But down the level land 
The beech leaves rustle in the wind 

As dry and brown as sand. 

Selected. 

Sow with a generous hand ; 

Pause not for toil or pain ; 
Weary not through the heat of summer, 

Weary not through the cold spring rain; 
But wait till the Autumn comes 

For the sheaves of golden grain. 

Selected. 

O golden fields of bending corn, 

How beautiful they seem ! 
The reaper folk, the piled up sheaves, 

To me seem like a dream, 

Mary A. Howitt. 

The hills are bright with maples yet ; 
But down the level land 
The beech leaves rustle in the wind 
As dry and brown as sand. 

Selected. 

Time passed and Autumn came to fold 
Green summer in her brown and gold 
And close at hand the basket stood 
With nuts from brown October's wood. 

John G. Whittier. 

October 

Down in the dear old orchard. 
Some bright October day, 



Games, Seat Work and Sense Training 113 

The children gather the apples, 
With song and laughter gay. 

Selected. 

November 

November days are stealing, 

All swiftly on their way ; 
The squirrels now are working 

The leaves are out at play ; 
The busy, busy children 

Are gathering nuts so brown, 
And birds are gaily planning 

A winter out of town. 



Selected. 



The Cricket 



Little inmate full of mirth. 
Chirping on my kitchen hearth, 
Whereso'er be thine abode 
Always harbinger of good. 

Wm. Cowper. 

Hail to the merry harvest time, 

The gayest of the year, 
The time of rich and bounteous crops 

Rejoicing and good cheer. 

Charles Dickens. 

Autumn Fires 

In the other gardens 
And all up the vale. 
From the autumn bonfires 
See the smoke trail. 

Robert Louis Stevenson. 



114 Games, Seat Work and Sense Training 

December 

**Once on a cold December night 

An angel held a candle bright, 
And led three wise men by its light 

To where a child was sleeping." 
"Above our heads the joy bells ring 
Without the happy children sing, 
And all God's creatures hail the morn 
On which the holy Christ was born." 
While merry bells are ringing. 
And happy voices singing. 

Because the blessed Christ-Child 

Long years ago was born. 
Oh ! may we all remember, 
In the cold and bleak December, 
There are many, many children 

Unhappy and forlorn. 
Let us try to lift their sadness. 
Let us fill their hearts with gladness. 
And share with them the brightness 

Of the joyful Christmas morn. 

Selected. 

Why 

Why do bells for Christmas ring? 
Why do little children sing? 

Once a lovely shining star. 
Seen by shepherds from afar, 
Gently moved until its light 
Made a manger cradle bright. 
There a darling baby lay. 
Pillowed soft upon the hay ; 
And its mother sang and smiled, 
"This is Christ, the holv Child." 



Games, Seat Work and Sense Training 115 

Therefore, bells for Christmas ring. 
Therefore, little children sing. 

Eugene Field. 

January 

He conies, he comes, the Frost Spirit comes! Let us 
meet him as we may, 

And turn with the light of the parlor fire his evil power 
away; 

And gather closer the circle round, when that firelight 
dances high, 

And laugh at the shriek of the bafiled fiend as his sound- 
ing wing goes by. 

J. G. Whittier. 

Hurrah for the jolly old winter. 

The King of the seasons is he, 
Though his breath is cold and icy, 

His heart is full of glee. 
He piles up the beautiful snow-flakes 

On the apple trees bare and brown. 
And laughs when the north wind shakes them 

Like a shower of blossoms down. 



Selected. 



In January 



''How can a little child be merry 
In snowy, blowy January? 
By each day doing what is best, 
By thinking, working for the rest ; 
So can a little child be merry 
In snowy, blowy January." 
Hurrah for the jolly old winter! 
He shouts at the door by night. 
Come out where the ice is gleaming 
Like steel in the cold moonlight. 



116 Games, Seat Work and Sense Training 



Like swallows over the water, 

The skaters merrily go. 

There's health in the blustering breezes, 

And joy in the beautiful snow. 

Emily H. Miller. 

February 

Will the winter never be over? 

Will the dark days never go ? 

Must the buttercup and the clover 

Be always hid under the snow ? 

Ah ! lend me your little ear, love ! 
Hark! Tis a wonderful thing! 
The weariest month of the year, love, 
Is shortest and nearest the spring. 

Selected. 

I send my love on the wings of a dove, 

This dear old St. Valentine's day. 
And you'll never know who 
Sent this message to you 

Unless you come back the same way. 

Selected. 
March 

The cock is crowing. 

The stream is flowing, 

The small birds twitter. 

The lake doth glitter. 

The green field sleeps in the sun. 

2. 

There's joy on the mountains ; 
There's life in the fountains ; 
Small clouds are sailing. 



Games, Seat Work and Sense Training 117 

Blue skies prevailing ; 
The rain is over and gone. 

Wm. Wordsworth. 

The wind one morning sprang up from sleep, 

Saying now for a frolic ! Now for a leap ! 

Now for a madcap galloping chase, 

I'll make a commotion in every place. 
The wind has a language, I wish I could learn ! 
Sometimes 'tis soothing, and sometimes 'tis stern; 
Sometimes it comes like a low sweet song. 
And all things grow calm as the sound floats along. 

Selected. 

The Wind 

I saw you toss the kites on high, 
And blow the birds about the sky. 
And all around I heard you pass 
Like something rustling in the grass, 
O wind a-blowing all day long, 

wind that sings so loud a song. 

1 saw the different things you did. 
But always you yourself you hid ; 
I felt you push, I heard you call, 

I could not see yourself at all, 
O wind a-blowing all day long, 
O wind that sings so loud a song. 

O you that are so strong and cold, 
O blower, are you young or old ? 
Are you a bird of field and sky? 
Or just a stronger child than I ? 
O wind a-blowing all day long, 
O wind that sings so loud a song. 

Robert Louis Stevenson. 



118 Games, Seat Work and Sense Training 

O Springtime, sweet! 
The whole earth smiles thy coming to greet ; 
Our hearts to their inmost depths are stirred 
By the first spring flower and the song of the bird. 

Laudon. 

O March that blusters, and March that blows, 
What color under your footstep grows? 
Beauty you summon from winter snows, 
And you are the pathway that leads to the rose. 

Celia Thaxter. 

In April 

The air is soft and balmy. 

The grass is growing green, 
The maple buds are swelling. 

Till their slendev threads are seen. 
The brown brook chatters gayly 

Its rippling course along. 
And hark — from distant tree-top 

I hear the bluebirds' song. 



O joyous, gladsome carol. 

Exultant, fearless, true ! 
There is hidden a heavenly message 

'Neath that coat of heavenly blue. 
My heart thrills as I listen ; 

God's love is sure and strong. 
Thank Him for life's awakening! 

Praise for the bluebird's song. 

Emily Gail Arnold. 

April 

April cold with dropping rain. 
Willows and lilacs brings again, 



Gaines, Seat Work and Sense Training 119 

The whistle of returning birds, 

And trumpet-lowing of the herds; 

The scarlet maple-keys betray 

What potent blood hath modest May ; 

What fiery force the earth renews, 

The wealth of forms, the flush of hues ; 

What joy in rosy waves outpouring, 

Flows from the heart of Love, the Lord. 

Ralph Waldo Emerson, from "May Day." 

The rain is raining all around, 

It falls on the field and tree. 

It rains on the umbrellas here 

And on the ships at sea. 

Robert Louis Stevenson. 

Song of May Morning 

Now the bright morning star, Day's harbinger. 
Comes dancing from the East, and leads with her 
The flowery May, who from her green lap throws 
The yellow cowshp and the pale primrose. 
Hail, bounteous May, that doth inspire, 
Mirth and youth, and warm desire ; 
Woods and groves are of thy dressing. 
Hill and dale doth boast thy blessing, 
Thus we salute thee with out early song, 
And welcome thee and wish thee long. 

John Milton. 

All the birds and bees are singing, 
All the lily bells, are ringing. 
All the brooks are full of laughter, 
All the wind comes whispering after. 
What is this the flowers say? 
What is this the flowers say? 
It is lovely May, 



120 Games, Seat Work and Sense Training 

The flowers say 'tis lovely May, 
Lovely, lovely IMay. 

Selected. 

The wind blows east, 

The wind blows west; 

The blue eggs in the robin's nest 

Will soon have wings 

And flutter and fly away. 

Henry W. Longfellow. 

Violet 

They are here, tho' scarce the sleet 
Hath ceased to fall o'er dale and hill ; 

Wild violets, too, as pure and sweet, 
As ever grew by summer's rill. 

Selected. 

I know blue, modest violets, 
Gleaming with dew of morn. 
I know the place you come from, 
And the way that you were born. 
When God cuts holes in heaven. 
The holes the stars look through. 
He lets the scraps fall down to earth; 
The little scraps are you. 

Selected. 

Fer the world is full of roses, 
And the roses full of dew, 

And the dew is full of Heavenly love. 
That drips fer me and you. 

James Whitcomb Riley. 

The gay green grass comes creeping 
So soft beneath their feet; 



Games J Seat Work and Sense Training 121 

The frogs begin to ripple, 
A music clear and sweet. 

Celia Thaxter. 

Spring has come back to us ; beautiful spring ; 
Bluebirds and swallows are out on the wing ; 
Over the meadows a carpet of green, 
Softer and richer than velvet is seen ; 
Up come the blossoms, so bright and so gay, 
Giving sweet odors to welcome the May. 
Sunshine and music are flooding the air ; 
Beauty and brightness are everywhere. 

Selected. 

Merry, rollicking, frolicking May 
In the woods came skipping one day ; 
She teased the brook till it laughed outright. 
And gurgled and scolded with all her might ; 
She chirped to the birds and bade them sing 
A chorus of welcome to Lady Spring; 
And the bees and the butterflies she set 
To waking the flowers that were sleeping yet. 
She shook the trees till the buds looked out 
To see what the trouble was all about ; 
And nothing in Nature escaped that day 
The touch of the life-giving bright young May. 

George McDonald. 

We may shut our eyes 

But we cannot help knowing 
That skies are blue 

And the grass is growing. 

James Russell Lowell. 

The Throstle 

Summer is coming, summer is coming ; 
I know it, I know it, I know it. 



122 Games, Seat Work and Sense Training 

Light again, leaf again, life again, love again, 
Yes, my wild little poet.^ 

Alfred Tennyson. 

Apple Blossom 

"Lady Apple Blossom, 

Just arrived in town. 
Wears a light-green bonnet 

And a snowy-gown. 

"The pretty dress is — 
What do you think? 
Five white petals 
Just touched with pink." 

Selected. 

Every flutter of the wing, 
Every note of song they sing, 
Every murmur, every tone, 
Is of love and love alone. 

Henry W. Longfellow. 

The March winds say, "Wake ! Wake ! Wake !" 
The little birds say, "Joy ! Joy ! Joy !" 
The little chicks say, "Peep ! Peep ! Peep !" 
The little brooks say, "Run ! Run ! Run !" 
The little buds say, "Spring! Spring! Spring!" 
The little children say, "Fun ! Fun ! Fun !" 
And all the world is Gay ! Gay Gay ! 

Selected, 

The Maiden and the Bluebird 

Pretty little bluebird, 

Won't you tell me true, 
Why you wear a brown vest, 

With vour suit of blue ? 



Games, Seat Work and Sense Training 123 

little maiden, truly, 
While flying very low, 

1 brushed against the brown earth 
Long, and long ago. 

And once, my little maiden, 

While flying very high. 
My back and wings went brushing 

Against the summer sky. 

Saucy little bluebird, 

Singing, off he flew. 
With his pretty brown vest 

And his suit of blue. 

Selected. 



June 

They ain't no style about 'em, 

And they're sort o' pale and faded. 
Yet the doorway here, without 'em, 

Would be lonesome and shaded. 
With a good 'eal blacker shadder 

Than the mornin'-glories makes. 
And the sunshine would look sadder 

For their good old-fashion' sakes. 

James Whitcomb Riley. 



June 

On the windy hillsides 
Daisies whitely blow, 

While above them softly 
Shade and sunshine go. 



124 Games, Seat Work and Sense Training 

Birds their young are brooding 

In the orchard trees, 
In the fields of clover 

Hum the drowsy bees. 

Selected. 



July 

When the heat like a mist veil floats, 

And poppies flame in the rye, 
And the silver note in the streamlet's throat 
Has softened almost to a sigh. 
It is July. 

S. H. Swett. 

The Fireflies 

Over the quiet meadows, 

Where the flowers have gone to bed. 
The fireflies dance with their lanterns. 

Guarding each drowsy head. 

"They are fairies with lamps," said Louie, 

"Telling the daisies good-night." 
"They are sparks from the skies," said Mary; 

"I can see them burning bright." 

But Baby Helen looked solemn ; 

"I know," she said, "what I think; 
I guess it's only the mammas, 

And the baby flowers wanted a drink." 

Gussie P. DuBois. 



FOR 
THE 



Primary Teacher 



THE PLAN BOOKS 

Ten sets of Grades or Plans — one for each school month, 
September to June. Price any month, 25 cents; the ten, for $2.25. 



GEORGE'S BUSY SEAT WORK 

Here are 62 page of Busy Work Devices that will supply your 
pupils with practical employment, occupying head and hand and 
relieve you of much care by furnishing your pupils something 
profitable to do. It suggests devices enough for use from 
September to June. Price, 15 cents. 



HIATT'S WEATHER CALENDAR 

Each chart 7}i x 9 inches, ruled for 20 days, gives the most 
profitable work for the least money. Each pupil to have one 
lasting a whole month. Order for any month, one cent each. 
Sample free. 



ALPHABET CARDS IN STRIPS 

360 letters and figures when cut apart, each about % inch, for 
only 6 cents, 12 sets 60 cents. 



WEBB AND WARE PRACTICAL DRAWING 
BOOKS— PRIMARY 

Nos. I to 4. Each 40 pages. Delights teachers and pupils 
Price, 15 cents for book. Write for full particulars. 



A. FLANAGAN COMPANY : : : CHICAGO 



FOR TEACHER 
STUDENT T*S? HOME 



TALKS ABOUT AUTHORS AND THEIR WORKS 

By ELLA REEVE WARE. 

These sketches of well-known authors are written in 
simple, interesting language. They are stories of the lives of 
Agassiz, Miss Alcott, Anderson, Bjornstjerne Bjornsen, 
Francis H. Burnett, Burns, Dickens, Eggleston, Eugene 
Field, Grimm Brothers, E. E. Hale, Joel C. Harris, Hawthorne, 
Irving, Kingsley, Kipling, Longfellow, Mendelssohn, Mozart, 
Riley, Stevenson, Stowe, Twain, Whittier and Frances Willard. 

Seventeen full page half-tone illustrations. Twenty-one 
half page, half-tone illustrations. 236 pages. Cloth, 56 cents. 

LITTLE CLASSICS 

From 32 to 64 pages. Good paper and print, illustrated. 
Most of them have notes. Prioe, 5 cents, each unless otherwise 
stated; 50 cents per dozen. A Dog of Flanders, 60 pages, 10 
cents; Rob and His Friends; Hawthorne's Three Golden 
Apples; King of the Golden River; The Great Stone Face; 
The Snow-Image; The Legend of Sleepy Hollow; Rip Van 
Winkle and the Spectre Bridegroom; Evangeline; Whittier's 
Snow-Bound; Enoch Arden; Vision of Sir Launfal; Courtship 
of Miles Standish, 64 page, 10 cents; Deserted Village and 
Elegy; Thanatopsis ana Other Poems. 

STORY OF APADTA By GRACE J. KINNICUTT. 

OIWKI Ur /\K./\UlPk Cincinnati (Ohio) Public School. 

A beautiful little story told in prose of Grand Pre and its 
inhabitants of one hundred and fifty years ago. It makes 
interesting and desirable reading for history classes, as well 
as general supplementary reading. Illustrated, The story is 
always of interest to lovers of Longfellow's writings. Price, loc. 

PERRY PICTURES 

About 5>^x8 inches. Alice Cary, Phoebe Cary, Home 
Cary Sisters. Price one cent each, but not less than ten sent by 
mail. Small size, one-half cent each, not less than twenty sent 
by mail. 

Household Edition Poems of Alice and Phoebe Cary, 
complete. List price, $1.50. 

A. Flanagan Company, 266 Wabash Ave., Chkago 



INTERESTING BOOKS, 

FOR SCHOOLS, FOR LieRARIES, FOR TEACHERS. 

Ificely Illustrated: 2.. Well Bound, '^^ On Good Paper. 



EVANGELINE STUDY, 

By W. f . CoNovER. Edited for use in the 7th and 8th Grades. Intro- 
duction, Notes, and a Plan of Study. Contains poenx complete. 135 
pages. Paper, 15c ; cloth, ai5C. - 

THE EVANGELINE BOOK. __„ 

By P. M. MuHLio. Contains complete story of Acadia, its folklore, 
customs, traditions, etc. Half-tones, maps, notes, and entire poem. 
i55^pagcs. Paper, 20c; cloth, 30c. ' — — ^- >'" 

TALKS ABOUT AUTHORS and Thefr Work/ x 

By Ella Reeve Ware. Sketches anrf selections of some twenty 
writers popular with young people. Pictures of the authors, their 
homes, etc. 180 pages. Paper, 25c; cloth, 60c Suitable for Inter* 
mediate Grades. , — ^ - 

THE STORY OF LONGFELLOV. V 

By Kathbrinb Bbbbe. A beautifullittle book for intermediate grades. 
A charming biography of the great poet, with selections and attractiTC 
illustrations. 80 pages. Paper, 15c ; cloth, «5Cf» ' 

A 'TERM'S WORK ON WHITTIJSR. , 

' By Anna I*. Sitler. A book for teachers or pareilts desirous of making 
children acquainted with this noble i>oet and his writings. Contains 
biography, selections (illustrated), and suggestions for conversation, 
language, and composition work. -Manila^ 25c , --> 

COURSE OF STUDY IN LITERATURE AND HISTORY.. .1 

By Emily J. Rice, Chicago Normal, School. Embraces work for each' 
grade, from the first to the eighth. Gives also lists of suitable stories 
and poems, historical reading, reference books, etc.- Included are 
chapters on "Methods in History," and "The Relation of History and 
Art." An invaluable work for every teacher. 190 pa^es. Cloth, 75c ^ 

TBcse and many other valiiable books afe ftslly described ia our 

TEACHER'S CATALOGUE, sent free on request* 

-^...- ., • ^ 

JLaj book sent postpaid at price g^vea. 



FLANAGAN C0.» Publishers, 

266-68 Wabash Ave., 
' CHICAGO.^ 



THE LITTLE CLASSIC SERIES 

Supplementary Reading; and Reading: 
for Litefattsre Qaises* 

CHARACTERISTIC FEATURES OF THIS SERIES. 

Large, clear type, good paper, convenient form. Excellent illus- 
trations, biographical sketches, etc. Neat and durable covers. Rea- 
sonable price. Books carefully graded and well edited. 



The Series Arfanged by Grades* 

This grading is merely suggestive, as a majority of the books 
will be read with equal pleasure by higher grades. 



FOR FIRST QRADB 

Each j2 pp. Each illustrated. 

Bittercrcss and Roses. 
Two Fairy Stories. 
Hiawatha and Its Author. 
Pease's First Steps in Reading (92 pp. 
set and plate, 8 cts. 

FOR SECOND QRADB 

Each 32 pp. Each illustrated. 

Pussy Willow and Wake Robin. 
The Squirrel and His Home. 
Stories About Birds. 
The Spring Beauty and the Anemone. 
Fairy Tales (edited and adapted by 
Prof. E. R. Shaw), 102 pp. 12 cts. 

FOR THIRD QRADB 

Each 32 pp. Each illustrated. 

The Story of a Beehive. 
Thanksgiving Story, 
Whittier and His Snowbound. 
Golden Rod and Aster. 
The Norsemen and Columbus. 



FOR FOURTH QRADB 

Each 32 pp. Each Illustrated. 

A Dog of Flanders (60 pp. 10 cts.) 
Hawthorne's Miraculous Pitcher. 
Early Explorers No. 1 (Cabots, Car- 
tier, Hudson). 
Rab and His Friends. 
Stories of the Revolution. 

FOR FIFTH ORADB 

Each 32 pp. Each Illustrated. 
Stories of Masssachusetts, Rhode 

Island and Connecticut. 
Hawthorne's Three Golden Apples. 
Heroes of Industry. (Watt, Fulton, 

Cooper, Stephenson). 
Our First Inventors (Whitney, Howe, 

McCormick) . 

FOR SIXTH QRADB 

Early Explorers (Vcrazani, Gilbert, 

Raleigh). 
The Cary Sisters. 

Ruskin's King of the Golden River. 
The Great Stone Face (Hawthorne). 
The Snow Image (Hawthorne). 
The I^egend of Sleepy Hollow(Irving). 



L, 



A. FLANAGAN CO. 
Chicago. 



-o< 



C" » 




•^OV* 








Pf-' /% ^j 




.'^'^ 



4 o>. 

























^°-n#.. 








^sm^' ^- 












LIBRARY OF CONGRESS 

021 763 931 1 



